Diversity Approaches in Primary Education Teacher Training

• In Event: Moscone Center West Roundtable Session 7
  In Roundtable Session: Perspective on Diversity and Inclusion Across the Globe

Abstract

The paper analyzes the way demands for inclusion and diversity are incorporated into the initial teacher training processes of 68 Primary Education undergraduate degrees in Chile. Graduate student profiles and curricula are studied in terms of the number of courses associated with diversity. It is a quantitative and qualitative study, based on the information from university websites. The results show that the majority of the universities offer one or more courses associated with diversity and/or special educational needs and that they are integrated into the curricula in a secondary and isolated way. A liberal approach predominates, omitting structural aspects of inequality and conflict mediated by power relations.

Author

• Cecilia Paz Millán, Pontificia Universidad Catolica de Chile