Do Immigrants Count in Educational Diversity? Unveiling Mainstream Discourses of Latin American Diaspora in Chilean Education

• In Event: Sheraton Roundtable Session Eight
  In Roundtable Session: Decolonial Studies and Other Geographies of Reason (Table 9)

Abstract

The paper aims to unveil the nuances and tensions provoked by the immigrant students’ arrival in Chilean education by analyzing mainstream voices in education. Based on content analysis of official documents and interviews, the paper develops a Critical Discourses Analysis (CDA) of educational policies related to cultural diversity (inclusion, interculturality, and the educational program for integration) and narratives of educational evaluators about the diagnosis and challenges that demand the integration of immigrant students in Chilean education.

Author

• Manuel A. Pérez-Troncoso, University of Illinois at Urbana-Champaign
  Presenting Author