Joiko, Sara;
Cortés Saavedra, Andrea;
(2022)
Jerarquías, asimilacionismo y resistencias: Experiencias migratorias en el campo escolar del Norte Grande de Chile.
Psicoperspectivas: Individuo y Sociedad
, 21
(1)
10.5027/psicoperspectivas-vol21-issue1-fulltext-2525.
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Abstract
El artículo se basa en dos estudios cualitativos conducidos en dos ciudades del norte de Chile con el objetivo de identificar y describir los discursos sobre familias y estudiantes migrantes que existen en el contexto educativo. Para ello, las autoras utilizan y articulan dos corrientes teóricas: el concepto de colonialidad del poder acuñado y desarrollado por Aníbal Quijano en conjunto con la teoría de la práctica social de Pierre Bourdieu. A partir del análisis y vinculación de los datos de ambos estudios, el artículo asevera que los discursos producidos sobre las familias migrantes se construyen desde una jerarquización de acuerdo a su origen nacional. Asimismo, estas jerarquizaciones sociales son reproducidas como una forma de racismo, y como un proceso asimilacionista tanto desde las familias como las escuelas, enmarcadas en una lógica de colonialismo interno. Sin embargo, también es posible observar algunas estrategias de resistencia de parte de las familias migrantes como forma de responder a esos discursos. // This article is based on two qualitative studies conducted in two cities in northern Chile, aimed to identify and describe the discourses on migrant families and students that exist in the educational context. To do this, the authors use and articulate two theoretical currents: the concept of coloniality of power coined and developed by Anibal Quijano in conjunction with Pierre Bourdieu's theory of social practice. Grounded on the analysis and linking of the data from both studies, the article suggests that the discourses produced about migrant families are related with a hierarchy according to their national origin. Likewise, these social hierarchies are reproduced as a form of racism, and as a process of assimilationism both from families and schools, framed in a logic of internal colonialism. However, it is also possible to observe some resistance strategies of migrant families as a way of responding to these discourses.
| Type: | Article |
|---|---|
| Title: | Jerarquías, asimilacionismo y resistencias: Experiencias migratorias en el campo escolar del Norte Grande de Chile |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.5027/psicoperspectivas-vol21-issue1-fulltext-2525 |
| Publisher version: | https://dx.doi.org/10.5027/psicoperspectivas-vol21... |
| Language: | English |
| Additional information: | This is an open access article under the CC BY 4.0 license Attribution 4.0 International (https://creativecommons.org/licenses/by/4.0/) |
| Keywords: | Bourdieu, colonialidad, migración, familias, Norte Grande de Chile // Bourdieu, coloniality, families, migration, Chilean Great North |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society UCL > Provost and Vice Provost Offices > School of Education UCL |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10150714 |
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