Staff perspectives on victimisation in multi-ethnic Chilean elementary schools

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dc.contributor.authorWebb, Andrew
dc.date.accessioned2025-01-23T21:13:50Z
dc.date.available2025-01-23T21:13:50Z
dc.date.issued2019
dc.description.abstractThis paper draws on qualitative interviews conducted with school staff in four multi-ethnic urban public schools in Santiago, Chile, to provide a sociological analysis of common-sense constructs surrounding victimisation. The questions guiding the study were to what extent school staff share similar perspectives toward victimisation (as demonstrative of a school culture), and how this impacts the capacity to generate positive school climates in multi-ethnic elementary urban schools in Santiago. Drawing on theories of school culture, I propose that staff members' abilities and willingness to identify and implement preventive measures in schools are collectively defined and legitimated. I demonstrate that this has important repercussions in contexts of higher-than-average ethnic compositions where assimilation is encouraged, and victimisation is denied or attributed to other causes. Symbolic and superficial celebrations of multiculturalism are common, but cultural discourses of difference maintain ethnic youth in marginalised positions and prevent more inclusive educational practices. Some staff perspectives adhere to colour-blind liberal forms of racism in these contexts, and these are most common in school cultures where victimisation is downplayed or thought to be an issue cultivated in the home. Recommendations are made to incorporate culturally-sensitive pedagogies and cultural mediators to confront these narratives among school climate committees.
dc.fuente.origenWOS
dc.identifier.doi10.1080/13603116.2019.1620353
dc.identifier.eissn1464-5173
dc.identifier.issn1360-3116
dc.identifier.urihttps://doi.org/10.1080/13603116.2019.1620353
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/101009
dc.identifier.wosidWOS:000469087200001
dc.language.isoen
dc.revistaInternational journal of inclusive education
dc.rightsacceso restringido
dc.subjectVictimisation
dc.subjectChile
dc.subjectethnic diversity
dc.subjectschool culture
dc.subject.ods03 Good Health and Well-being
dc.subject.odspa03 Salud y bienestar
dc.titleStaff perspectives on victimisation in multi-ethnic Chilean elementary schools
dc.typeartículo
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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