Educational Justice

Challenges For Ideas, Institutions, and Practices in Chilean Education

Edited by:
Camila Moyano Dávila, Pontifical Catholic U

A volume in the series: History and Society: Integrating social, political and economic sciences. Editor(s): Jaan Valsiner, Niels Bohr Professor of Cultural Psychology, Aalborg University. Søren Dosenrode, Aalborg University. Mario Carretero, Universidad Autónoma de Madrid.

Published 2022

This book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present?

This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice.

The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools.

Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education.

This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.

CONTENTS
Foreword, Martín Hopenhayn. Introduction, Camila Moyano Dávila. PART I: NORMALCY AND DIFFERENCE. Temporalities of Educational Justice, Camila Moyano Dávila. Normality, Diversity, Justice, and Democracy: A Proposal Based on Inclusive Education, Alfredo Gaete, Laura Luna, and Manuela Alamos. Considering the Justice of Recognition Regarding Sexual Diversity in the School, María Teresa Rojas and Pablo Astudillo. Equalize or Differentiate? What Is Fair When We Talk About Disability and Education? Catalina Santa-Cruz and Ricardo Rosas. PART II: INSTITUTIONS AND EDUCATIONAL POLICIES. Assemblages of Normalcy and Difference: Diagnosis and Justice, Claudia Matus, Natalia Hirmas, and Erika González. Internationalization and Epistemic Injustice: Circulation of the Real Fiction After Becas Chile, Daniel Leyton and Francisco Salinas. Educational Justice in the Context of the Technical-Vocational System: Redistribution, Recognition, and Participation of Secondary and Higher Level Technicians, Claudia Patricia Ovalle Ramíre. Dual Education and Educational Equity in HTVET, Roberto Flores, Andrea Parra, Gabriel Sepúlveda, and Nicole Vallejos. Justice at Risk: Seeking for a Perspective of Justice in Assessment, Tamara Rozas, Alejandra Falabella, and María Teresa Flórez. Increasing Coverage of Nurseries in Chile 2006–2019: Expanding the Capabilities of Children and Mothers, Amanda Telias, Felipe Godoy, Alejandra Abufhele, and Marigen Narea. PART III: EDUCATIONAL PRACTICES. School, Territory, and Social Justice: The Problem of Rural Schools in Chile, Carmen Gloria Núñez amd Mónica Peña. Educational Equity and Justice in Pedagogical Practices: The Debate Between Theory and Evidence in Chile, Ernesto Treviño, Denisse Gelber, Rosario Escribano, Lorena Ortega, and Alonso González. Socially Just Pedagogies and the Problem of Difference: Mental Health Diagnoses and Normality in the Light of Educational Justice, Sebastián Rojas Navarro. Fear of Conflict: Literary Education, Affective Practices, and the Avoidance of Justice, Valentina Errázuriz and Macarena García-González. Redistributive Justice, Recognition, and Representation in Socially and Culturally Diverse Educational Contexts, Carolang Escobar-Soler and Alejandra Caqueo-Urízar. Epilogue: The Problem of “Normalization” in Educational Justice, Hernán Cuervo. About the Editor.