School vulnerability as a myth: challenges for teaching work in environments of social exclusion

Authors

  • Felipe Jiménez Vargas Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0002-1081-9250
  • Carla Fardella Cisternas Universidad Andrés Bello
  • Jorge Chávez Rojas Universidad Andrés Bello

Abstract

The existence of a deficit conceptualization of social vulnerability in the discourses of teachers, forces to introduce perspectives of social justice in the policies and programs of initial teacher training. Through an ethnographic study of cases with 18 teachers graduated from three training programs of the same university, the article examines teaching dispositions regarding the presence of socioeconomic diversity in the school. The discussions aim to recognize areas of curricular renewal of initial training that, through action research and recognition funds of knowledge of students and their families, contribute to a questioning of the belief systems of future teachers, increase family-school continuities and allow, in the end, the development of culturally responsible pedagogical practices aligned with the principles of an education for social justice.

Keywords

Socioeconomic Diversity, Social Vulnerability, Initial Training, Social Justice

Author Biography

Felipe Jiménez Vargas, Pontificia Universidad Católica de Valparaíso

Profesor Asociado de la Escuela de Psicología. Miembro del área educacional y coordinador de GRIINTE, Grupo Interdisciplinario de Investigación y Transformación Educativa. Su principal línea de investigación es en torno a Diversidad, Interculturalidad y Justicia Social en los estudios migratorios en el ámbito educativo.

Published

17-10-2018

How to Cite

Jiménez Vargas, F., Fardella Cisternas, C., & Chávez Rojas, J. (2018). School vulnerability as a myth: challenges for teaching work in environments of social exclusion. thenea igital. evista e ensamiento investigación ocial, 18(3), e–2147. https://doi.org/10.5565/rev/athenea.2147

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