Curricular Justice Approach and its Contribution to School Reinsertion and Reentry Programs: Recognition and Appreciation of Knowledge, Identities and Cultural Practices of Girls, Boys and Young People

Authors

DOI:

https://doi.org/10.4067/S0718-73782024000200103

Keywords:

School exclusion, Social justice, Curricular justice, Knowledge, Identities and cultural practices

Abstract

The aim of this reflection is to examine the role of curricular justice in school reinsertion and reentry programs, with a view to recognizing the value of the knowledge, identities, and cultural practices of children and young people as part of social justice. A review of the literature and the authors' experience in these programs reveals the polysemic nature of the concept of social justice in the educational field. This includes an examination of its main theoretical aspects, as well as its contributions and limitations. However, the primary focus is on reflecting on the contributions to social justice from the perspective of curricular justice. This approach allows for the recognition of the knowledge, identities, and cultural practices of students, their families, and neighborhoods, as well as those of teachers. However, it presents limitations in its implementation due to the fact that teacher training, the educational system, and these programs focus on accountability.

Author Biographies

Juan Pablo Espinoza Espinoza, Departamento de Educación, Universidad de Santiago de Chile

Teacher of General Basic Education from the Universidad Metropolitana de Ciencias de la Educación; Master in Cultural Studies and PhD in Education and Culture in Latin America from the Universidad de las Artes y Ciencias Sociales. He also holds a PhD in Communication from the University of Malaga. He currently works as an academic in the Department of Education at the University of Santiago de Chile. He has been part of the research team of the FONDEF project ‘Professional Training Model for teachers working in educational reinsertion and re-entry programmes’. He is currently co-investigator of the FONDECYT initiation project 11230586 ‘Contribuciones de la práctica a la formación inicial para una pedagogía inclusiva en educación básica’ (Contributions of practice to initial training for an inclusive pedagogy in basic education).

Natalia Ferrada Quezada, Centro de Estudios Migratorios, Universidad de Santiago de Chile

Teacher of General Basic Education from the Universidad del Bío Bío, Master and PhD in Research Methods and Diagnosis in Education from the Universidad de Santiago de Compostela. She currently works as an academic in the Department of Education at the University of Santiago de Chile and is affiliated to the Centre for Migration Studies (CEM). Her research focuses on the international immigration of educators and teachers. She has been researcher in projects such as FONDEF ‘Professional Training Model for teachers working in educational reinsertion and re-entry programmes’ and is currently researcher in charge of the FONDECYT de Iniciación nr. 11240958 ‘(Re) professional insertion of immigrant teachers in the Chilean school system’.

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Published

2024-12-01

How to Cite

Espinoza Espinoza, J. P., & Ferrada Quezada, N. (2024). Curricular Justice Approach and its Contribution to School Reinsertion and Reentry Programs: Recognition and Appreciation of Knowledge, Identities and Cultural Practices of Girls, Boys and Young People. Latin American Journal of Inclusive Education, 18(2), 103–118. https://doi.org/10.4067/S0718-73782024000200103

Issue

Vol. 18 No. 2 (2024): School Reinsertion and Re-entry: Challenges for Inclusive Education

Section

Sección Temática

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Copyright (c) 2024 Latin American Journal of Inclusive Education

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