Developing Socially Inclusive Practices in Chilean Higher Education Classrooms Through Participatory Action Research


Using a Participatory Action Research approach, my research will attempt to create inclusive classroom practices within a higher education classroom in Chile, with pre-service teachers as co-participants. Chilean classrooms present us with a number of dimensions that make this research, and this particular approach, necessary: in addition to having a socially excluded indigenous population struggling to access higher education, the country is now home to a nearly half-million immigrants who face segregation and racism. Furthermore, Chile has been historically home a socially and economically segregated society that showcases the highest level of inequality amongst the OECD countries; this inequality has resulted in political and social polarization, and in turn, social violence. My research project will aim at investigating to what degree the intersection of Critical Pedagogy and non-Eurocentric forms of knowledge (specifically Eastern philosophy and indigenous knowledge) can be used to co-develop inclusive classroom practices that translate into a non-violent mindset to approach inequality and social injustice.

Author Information
Gaston Bacquet, University of Glasgow, United Kingdom

Paper Information
Conference: ECE2021
Stream: Education

The full paper is not available for this title

Virtual Presentation

Comments & Feedback

Place a comment using your LinkedIn profile


Share on activity feed

Powered by WP LinkPress

Share this Research

Posted by James Alexander Gordon