Browsing by Author "Becerra, Sandra"

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    Becoming neoliberal policy subjects: Staff members' discursive practices about school climate in Chile
    (2023) Webb, Andrew; Becerra, Sandra; Sepulveda, Macarena
    Reforms to school climate policies in Chile have led to a marked shift away from punitive approaches for dealing with bullying behaviours, toward more educationally formative processes. Schools in this national context have also been given greater responsibilities for designing anti-bullying practices relevant to their own educational communities. Based on qualitative interviews with staff members in six inner-city schools in the Chilean capital we query whether these policies really enable staff to create positive school climates. We suggest instead that, from a Foucauldian perspective of governance, staff become self-regulated subjects caught between a celebration of administrative autonomy and the pressure to meet national standards of anti-bullying in underfunded and under-resourced schools in socially deprived areas. Rather than solve bullying, staff become more occupied with the doing of new public management. We conclude by suggesting ways in which the current policies could be adapted to better support schools working in these contexts.
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    Moving Beyond Racism? Tensions Between Interculturalism and Conviviality in Chilean Schools from a Figurational Perspective
    (2023) Webb, Andrew; Becerra, Sandra; Sepulveda, Macarena
    Efforts to overcome racism in Chilean school contexts have primarily been enacted through intercultural and conviviality policies. While indigenous people's participation in schooling is much more equitable than in the past, we discuss some of the implicit tensions in staff members' narratives about overcoming racism. We draw on a figurational perspective to underscore staff members' perceptions of progress, the diminishing presence of racial discrimination toward indigenous students, and how this creates a sense of exceptionality. This, we argue, creates certain dangers of colour-blindness in these school environments. A figurational approach provides a long-duree perspective on racism as a social process that allows us to critique simplistic notions of progress and anti-discrimination, while also providing some countermeasures rooted in the concept of interdependency.
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    Recreated practices by Mapuche women that strengthen place identity in new urban spaces of residence in Santiago, Chile.
    (2017) Becerra, Sandra; Merino, María Eugenia; Webb, Andrew Jonathan; Larrañaga, Daniela