From invisible to hypervisibilized. Youth from marginalized families in an urban school
Abstract
Based on ethnographic fieldwork in a public school in a disadvantaged neighborhood in southern Chile, we describe and analyze how social stigmatization of a group of large families of indigenous descent is linked to exclusionary practices within the school. During two school years we followed nine indigenous students (5 girls and 4 boys of Mapuche-Huilliche origin), conducting interviews and accompanying them to their activities at school and in the neighborhood. The main findings show how professional agency collaborates with the isolation and marginalization of this group of students and their families, amplifying educational inequalities. Likewise, the way in which the students internalize these practices, developing school disaffection, is also evidenced.
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