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Teacher Meanings on Curriculum, Inclusive Education and Social Justice

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No. 6 (2021): January-June 2021
https://doi.org/10.5354/2452-5014.2021.60716

Abstract

This article reports on a qualitative research that aimed to understand the meanings that coordinators of the School Integration Programs (PIE) of primary schools of municipality of Santiago (Chile) have about curriculum, inclusive education and social justice. This research was comprehensive and interpretive in nature, and consisted of an intrinsic case study that examined the particularity of the discourses collected through focus groups and in-depth interviews. This examination made it possible to address the complex processes of curricular implementation underway that promote inclusive education under the prism of social justice. Presenting this research seeks to contribute to the more general field of educational research for social justice developed in public education contexts in Chile.

Keywords:

Curriculum, education, social justice, school segregation, educational system

Author Biography

Claudia Inostroza-Barahona, Benjamín Vicuña Mackenna School

Teacher, Benjamín Vicuña Mackenna School, Santiago, Chile; Master in Education, mention in Curriculum and Educational Community, Universidad de Chile, Santiago, Chile.

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Inostroza-Barahona, C. (2021). Teacher Meanings on Curriculum, Inclusive Education and Social Justice. Revista Saberes Educativos, (6), 200–211. https://doi.org/10.5354/2452-5014.2021.60716
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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