This book offers rich sociological analysis of the ways in which
educational institutions influence indigenous identity formation in
Chile. In doing so, Webb explores the mechanisms of new racism in
schooling and demonstrates how continued forms of exclusion impact
minority groups. By drawing on qualitative research conducted with
Mapuche youth in schools in rural and urban settings, and in
private state-subsidised and public schools, this volume provides a
comprehensive exploration of how national belonging and indigeneity
are articulated and experienced in institutional contexts. Close
analysis of student and teacher narratives illustrates the
reproduction of historically constructed ethnic and racial
criteria, and demonstrates how these norms persist in schools,
despite apparently progressive attitudes toward racism and colonial
education in Chile. This critical perspective highlights the
continued prevalence of implicit racism whereby schooling produces
culturally subjective and exclusionary norms and values. By
foregrounding contemporary issues of indigenous identity and
education in Chile, this book adds important scholarship to the
field. The text will be of interest to researchers, academics, and
scholars in the fields of indigenous education, sociology of
education, and international and comparative education.
General
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