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The COVID-19 health crisis brought about transformations in education systems. In Chile, the ministerial authorities prioritized the school curriculum, stressing certain learning objectives over others. This paper seeks to uncover the social functions underlying curriculum prioritization for the subject of natural sciences. To do this, the functionalist approach to the sociology of education was adopted to analyse the prioritized curriculum for the subject in sixth grade elementary. Three dimensions were considered: (1) the principles of curriculum prioritization; (2) prioritized learning objectives; and (3) nonprioritized learning objectives. The presence of functions of creation (social consensus, social stratification, technical-modern development, human capital formation, and care for children and youths) was verified. As there has been no change in the curriculum that enables science education to address the current issues, the paper proposes that the social functions of science education should be resignified. Finally, examining the meritocracy and credentialism underlying the rationale for prioritization, the article finds that the social stratification attributed to education has increased rather than decreased.

The COVID-19 pandemic and the move to remote education exposed old and new inequities, yet it also represented an opportunity to rethink inclusive education. This paper presents findings from a one-year project "DIGITAL in a time of Coronavirus" and draws upon policy analysis and interviews with teachers, principals, and community leaders from six countries in the Global North and South (Italy, England, Malaysia, Australia, United States and Chile). By mobilising education assemblage theory to challenge binary divisions (included/excluded, modern/colonial, local/global), it presents five concepts to rethink inclusion and its relationship with technologies. It illustrates how during the pandemic alternative entanglements of digital and non-digital technologies challenged narrow and Eurocentric constructions of the digital divide enabling inclusive subjective experiences. Drawing upon local possibilities and histories, re-habilitating non-scientific knowledges, especially in view of future experiences of blended education, the paper seeks to provide policy tools to rethink current understandings of inclusive education.

Drawing on Sen's notion of social justice in the Capability Approach, this paper examines the experiences of a group of novice teachers from English teacher education programmes working in marginalised schools in Chile. Through open-ended surveys and interviews, I investigated how new teachers navigate their first teaching years in contexts of educational vulnerability, how they perceive their teacher education programs and preparation to work in such school contexts, and how they balance the interplay between unfreedoms and the exercise of freedoms to teach students at social risk. The findings reveal the impact of contextless English teacher education programs and how these trigger future teacher motivation to develop a deeper understanding of educational vulnerability and their freedom to move away from language teaching issues to accommodate their teaching based on their care and commitment to their students. This paper closes by making a call for the importance of a grassroots approach in the development of English teacher education programs designed "with" members of marginalised communities.

We are increasingly realizing that technology and its use in learning contexts is not benign. With the advent of more powerful technology tools, including Artificial Intelligence (AI) ones, combined with the historically significant changes that have occurred in education over the last four years, there are more reasons than ever to examine their influence on human beings in the process of "being educated". The aim of our 3-year longitudinal study was to understand how programs being offered at a fully online technical higher education (HE) institution in Chile influenced the identity development of students from socio-economically and educationally disadvantaged backgrounds. A Participant Action Research (PAR) approach was adopted to the study that involved macro, meso and micro-driven changes being made to programs. These changes involved aligning the instructional design, pedagogical approaches, and technology tools of programs with contemporary e-learning theory and 21st century learning goals. Previously, we provided three in-depth reports of the evolving changes on learners' identities - in the beginning, mid and end phases of their programs. We also reported on teachers' perspectives of learners' evolving identities and the transformation of their own roles and practices during the change period. In this paper, we add to those findings with the results of a recent inquiry into the perspectives of macrolevel administrators who were instrumental in the collaborative effort to bring about change to the institution. In this latest study, we employed in-depth focus group and individual interviews to unpack what the change involved on the part of these decision makers in terms of their own epistemological and ontological perspectives, their roles in the institution and their future goals for the organization. The framework we have developed for schematizing the results of these previous inquiries and those of the overall longitudinal study could prove useful in other organizations that are awakening to the need to successfully put e-learning theory to practice in their institutions. The insight to be gained in this framework could add to their efforts to seek pragmatic ways to bring about systemic changes in their online programs and to graduate students with the kinds of identities and skills that will best equip them for the complex world in which they will work and live.

This article broadens the knowledge about the experience of academics in relation to how the internationalization of research has changed in a southern country and tensions that have risen depending on the different disciplines. This work resulted from interviews and documentary data collected mainly through semi-structured interviews with 57 administrators (including University rectors, provosts, vice-rectors and deans from multiple disciplines) who had been involved in developing the research strategies. Findings suggest that trends between disciplines differ notoriously. Publishing in foreign countries is more likely to happen to academics from hard sciences. Social sciences and humanities' research activities are often performed in books and book chapters. This translates into an initial disadvantage for social sciences in terms of internationalization since the result of their work is often less visible abroad than scientific indexed papers. This difference might be problematic if used as an indicator of academic productivity and recognition without considering disciplinary differences, especially in countries where research capacities and internationalization are still under development.

This paper presents a competency-based curriculum redesign, whose pedagogical orientation is related to the development of a common training base for professional performance specialized in mathematics training and didactic-pedagogical training. The study contributes to the literature on quality assurance in Mathematics Education and provides empirical evidence of the success of a process implemented over five years and certified by an external body. Each of the stages of how this can be done in the classroom and what elements need to be considered for implementation are outlined.

The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic leadership was present in country's universities and, if so, to assess its impact over academics' work engagement. A cross-sectional quantitative study was conducted, using a sample of 592 academics from two different Chilean universities, who voluntarily responded to two validated scales: One to measure toxic leadership perceptions (Schmidt's toxic leadership scale) and other one to measure work engagement (UWES[superscript R] work engagement scale). The results corroborated the presence of toxic leadership in the consulted institutions, but a significant relationship between this style of leadership and work engagement was not established. This finding suggests that, even though the participants recognise the presence of toxic leadership, work engagement was not necessarily affected by their leader's behaviour.

Lifelong education has proven to be a significant challenge in the policy arena. The combination of formal education and labor-centered institutions has pressed the development of different mechanisms to understand the role of human capital accumulation in socioeconomic mobility and organizational performance. While the narratives of lifelong education have primed labor and educational studies across developed economies, in the case of developing economies, those logics appear contested by development economics conditions. In this paper, I use the context of the expansion of the graduate educational market and its policy reforms to analyze how a developing economy copes with a change in the availability of a highly educated workforce. Using panel and pseudo-panel data, I examine the evolution of educational returns for the graduate workforce in Chile between 1990 and 2018, considering the differences between industries and public and private sectors. The results point out that there are no public-private differences and high heterogeneity across economic sectors. The policy- and individual-level consequences are discussed.

An important dimension of international comparative analysis in education is studying the models of regulation that structure the way in which educational provision is organized. The specialized literature has defined three predominant regulatory models: the traditional bureaucratic professional model, the quasi-market model inspired by neoliberal thought, and the evaluative state model linked to the notion of new public management. This paper seeks to contribute to this line of analysis by studying the evolution of the Chilean education system since 1980. We describe and analyze the models of regulation that have governed Chilean education and their expression in educational reforms and policies; we assert that Chile has adopted all three mentioned models. We also identify some of the principal consequences of these policies: a highly atomized, privatized, and socioeconomically segregated school system; an improvement in access to education and the conditions for the educational process; and an increase in learning outcomes, despite starting from very low levels and stalling during the past decade while remaining highly unequal in character. Thus, we propose some hypotheses to interpret those changes, relating them to the models of regulation as well as the policies previously analyzed. Overall, we affirm that the market and evaluative state models have achieved modest positive effects while producing relevant undesirable consequences. We conclude the paper with a reflection on the character of the particular hybridization of regulatory models developed in Chile, and the types of policy we believe should be prioritized to improve quality, increase innovation, and diminish inequity.

Purpose: This paper aims to present the lessons learned during the design and implementation of a quality assurance system (QAS) in an academic unit and considers the regulatory changes to institutional accreditation in Chilean higher education, the international standard ISO 21001:2018, and the stakeholders' requirements. Design/methodology/approach: This study uses an abductive approach to identify and evaluate the key factors to implementing a QAS in higher education institutions (HEI). Qualitative and quantitative data were collected through questionnaires, semistructured interviews, focus groups with stakeholders, a literature review and official institutional documents. Documents and interviews were subjected to content analysis using a process of inductive coding to identify and define topics or categories. A descriptive statistical analysis of categorical variables calculated the marginal frequency of each response. All information aided in designing the QAS for the school and its implementation plan. Findings: This study highlights major challenges universities could face while implementing QAS, illuminating key principles and reflecting relevant practices. The lessons learned in this process show the importance of balancing accountability and continuous improvement while promoting a more receptive organizational culture, aligning the national and international standards in the early design stage, understanding the roles and responsibilities of the staff, having the support of a quality office and performing a gap analysis. Originality/value: This work provides other HEI in need of designing and implementing a QAS with a conceptual and solid framework to integrate internal, external and international regulations of quality assurance criteria and standards. This paper could become a valuable reference for university managers, practitioners and quality professionals facing similar challenges.

Purpose: This paper aims to describe the levels and type of contingency faced by school principals in Chile and the way certain aspects of the Chilean school system result in a greater or lesser presence of these contingencies. Design/methodology/approach: The results reported here are based on the application of a structured questionnaire to 381 elementary school principals in Chile. A "Leadership Contingency Index" was created to analyze the extent and characteristics of this phenomenon, which was complemented with a multiple regression analysis to observe the variables that influence the levels of contingency. Findings: This study has shown that the main contingencies faced by school leaders in Chile revolve around the relationship between actors: assist families, relationship with and among students and resolution of school staff problems. Also shows that the level of contingency faced by principals is strongly conditioned by the socio-educational context of the school and is not related to the individual characteristics of the leaders. This level of contingencies is significantly higher in the public system, although the most recurrent contingencies are the same in each type of school administration (public, private subsidized and privately funded schools). Originality/value: This paper addresses an important but relatively unexplored dimension in specialized research on leadership: variable contingencies under which the leadership role is performed daily, including significant gaps between schools. Understanding and analyzing school leadership from the perspective of the complexity of tasks currently faced by principals, many of them highly unpredictable, ensures a realistic view of the possibilities and limitations of leadership in action and, consequently, provides better tools to strengthen the school leadership role and its contribution to improving student learning.

This paper discusses the duality between global perspectives and local realities that have influenced the design of the school architecture by examining and comparing state school projects in two geographically distant countries: Chile and Portugal. The proposals and experiences of the "Society for the Construction of Educational Facilities" (1937-1987) in Chile and the "Board of Constructions for Technical and Secondary Education" (1934-1969) in Portugal are analysed. Established in the 1930s, these centralised bodies managed, organised, and controlled state school building projects in such a way as to achieve uniformity in design, creating architectural identities that embodied both the educational values and the representative character of the State. These bodies were influenced by similar global circumstances, and their activities were guided by the recommendations issued by intergovernmental organisations of the time. Such a situation brought their projects closer together in terms of their functional, aesthetic, technical-constructive characteristics. After examining and identifying the international influences which brought them closer in terms of the educational meanings and values associated with school architecture, the paper identifies the local circumstances that guided the design and construction processes of schools in both countries, bringing fresh geographical insights to school architecture discussion. At the same time, possible global readings of strategies, influences and results are explored, enabling us to understand school architecture as part of a nation's cultural values and as a material expression of the social model of modernity, which will continue to meet the challenges that schools face in twenty-first-century society.

In 2021, one of this paper's authors conducted research to obtain a master's degree, while the other two worked as supervisors. The thesis aimed to explore the visions of pre-service biology teachers and teacher educators regarding sex education and gender diversities, recognising the relationship between those subjects and their possible tensions. In the thesis production cycle, there was an attempt to decolonise sex education in pre-service teacher education, a process of decolonising the context of academic supervision happened too. This paper illustrates the research process' particularities, especially how queering ["enfletando"] the supervision process incorporated decolonial cracks through "fleta" reflexivity.

This paper explores the leadership of ECEC principals in the private sector in Chile, which is barely investigated worldwide. In Chile, 10% of children attending ECEC are enrolled in private centres. Following a tradition of qualitative research, a multiple case study was carried out, allowing the exploration of four private ECEC settings. Different techniques were used for data collection: semi-structured interviews with principals, ECEC teachers, teaching assistants, and parents. In addition, a shadowing technique was used to observe principals in their daily activities. Findings show three types of leadership practices: pedagogical leadership, leadership distribution and leadership practices with families, in addition to a note about resource autonomy. All those practices were highly influenced by the nurseries' ownership status. Where principals were the owners of the nursery, much more autonomy for decision-making and resources was observed, together with a focus on pedagogical leadership. On this basis, we conclude that in the cases where the principals are not the nurseries' owners, it is essential to promote spaces to lead the pedagogical experiences children will have and to take decisions. Also, parents and the community must have opportunities to reflect collaboratively about education, which is also a task better promoted by the principal through fostering a shared vision in the nursery.

The study of variables related to the use of ICT in the classroom is a topic of interest that has been frequently researched. In this paper, after examining the importance of teacher training in explaining the use of ICT in the classroom, we focused on analysing the weight of variables related to teaching practices and the organisational context of schools, which are variables that are less frequently addressed in the literature. To do so, a secondary analysis was carried out using data provided by the Teaching and Learning International Study (TALIS 2018). Specifically, we worked with a sample of 3,918 principals and 64,899 teachers from a total of 3921 schools in 21 countries. A multilevel binary regression model with random intercept, fixed coefficients and a two-level structure with teachers at level 1 and schools at level 2 was used. The results indicate that the presence of ICT in the classroom is associated with self-efficacy in teaching and the cognitive activation of students and with the organisational aspects of the school, which are scarcely addressed by the existing literature on this topic of interest, such as school climate, educational innovation and cooperation among teachers. Based on these results, we reflect on possible ways to promote the use of ICT in the classroom.

The Chilean system is known worldwide for the detrimental effect of neoliberal policies on public education and school segregation (Bellei et al. 2022). Drawing on Sen's Capability Approach (1999), this paper examines how novice teachers of English balance the tension between the constraints of the social and educational systems (unfreedoms) to develop agency and transform challenges into English-language teaching opportunities (capabilities), and how they develop social (in)justice awareness to become helpful, caring, and committed ELT practitioners in their school communities. Data collected through open-ended surveys and semi-structured interviews reveal that novice teachers understand and question systemic unfreedoms (social, institutional, market-driven educational constraints) and social (in)justice in Chilean education and ELT. Such reflections allow them to distance themselves from curricular mandates, to develop ELT capabilities based on the academic and emotional needs of their learners, and intertwine English teaching with affective care and commitment to their schools' educational projects and the wellbeing of marginalized students.

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, M[subscript age]: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.

Purpose: The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers' perceptions of Web-based technology use to enhance students' cultural awareness in Chile. Specifically, the study investigated teachers' use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning. Design/methodology/approach: The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis. Findings: The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a "country-specific" view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools. Practical implications: The study highlights the importance of periodically revising a country's EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education. Originality/value: This paper explores the tension between macro-level national policy and teachers' perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

Western modernity has systematically made ancestral and indigenous knowledge invisible through their use of scientific logic, making school a space of hegemonic control through the western knowledge taught in the official curriculum. Despite that, in Chile advances in matters of constitutional recognition and cultural value are rare. Ten years ago, on the country's southern coast, the first "mapuce bafkehce" school was erected with a curriculum designed to reflect and benefit its own territory. The "Kom Pu Lof Ñi Kimeltuwe" is an institution that, through "mapuce bafkehce" pedagogy and insurgent education, challenges and reframes "kimeltuwun/kimkantun" (teaching-learning) practices. This paper provides an account of the insurgent education which took place in "Jaqepvjv lof" while also exploring the central elements that constitute the educational project present in this Lof, known as "Kom Pu Lof Ñi Kimeltuwe," located in the Araucanía Region, Teodoro Smith commune, Chile.

This paper engages with the Freirean concept of politicity for critical policy studies in education. The first part lays the ground to expand the conceptualisation of teachers' politicity. I argue this entails an examination of the limits and possibilities within a juncture. To develop the argument, the second part focuses on a teacher strike that took place in Chile and draws on corpus-driven discourse analysis to explore news from a national teacher organisation and from an influential newspaper. Through the angle of politicity, I identify and discuss ideational projects during the strike with an emphasis on counterhegemonic resources for change.

In 2016, the Chilean Ministry of Education implemented the new School Admission System (SAS) designed with the goal of equalizing access to schools for the most disadvantaged families and reduce educational segregation. Yet it is not clear if the SAS is sensitive to socio-cultural minorities and their particular conditions. Hence, in this article we explore the school choice experiences of parents from three socio-cultural minorities under the new SAS: Mapuche -- indigenous families, Latin American migrant parents, and parents with children with disabilities. Using an intersectional theoretical approach and a qualitative research design, we show that while in some cases the implementation of SAS impedes previous discriminatory processes, in others this new system alone has not yet overcome long-established and inherent educational inequalities in Chilean education. Besides, SAS has also resulted in new challenges in the school choice processes of these parents. Their experiences with the SAS express the intersection of different axis of inequality, according to the conditions and historicities of each group of families. Finally, we reflect on the challenges that the policy faces in regard to develop an educational policy that is fairer to all families, in the context of the unequal and marketized Chilean educational system.

Professional pedagogical responsibility (PPR) for teachers does not only mean to meet deadlines or attend meetings, but also to be conscious of how their actions can contribute to challenging inequities in society. Thus, it is imperative that teachers of English embrace the responsibility of teaching English as a tool to promote social justice. This article reports on a qualitative study to understand how seven pre-service teachers developed a sense of PPR and to what extent participants' discourse revealed a sense of social justice. Data were collected through a number of semi-structured interviews that required participants to reflect on different practicum experiences and expectations for their future work as teachers of English. The results demonstrated different degrees of PPR ranging from resistance to high levels of agency. These different degrees were shaped by personal drives such as preservice teachers' motives for teaching English, but also by social and contextual factors such as expectations and requirements of the practicum. The outcomes also suggested that most preservice teachers were unaware of their role as change agents. The paper concludes with implications on how the integration of a social justice perspective in initial English language teacher education programmes can strengthen their professional responsibility.

Purpose: This paper aims to describe the statistical arguments produced by third-grade students (8-9 years old) and to identify the teaching support for collective argumentation in a lesson based on data comparison. A Lesson Study Group researched and planned the lesson around a problem from the official mathematics textbook. Design/methodology/approach: From an interpretative perspective, we have analysed the arguments produced by students in a situation where they should give reasons to support or refute some claims based on data analysis. We looked at how some teaching support strategies promoted collective argumentation. Findings: The strategies outlined in the lesson plan enabled the teacher to foster collective argumentation, encouraging students to provide reasoning based on data analysis. The lesson plan served as a means of improving the context presented in the textbook, guiding the development of well-structured teaching, and promoting high-quality teaching practices. Research limitations/implications: One of the limitations, and future lines of research by the LSG is the deepening of teachers' understanding of the support required for CA in their classrooms so that they can distinguish the components of an argument and their role in and interpretation of the effectiveness of the arguments. In addition, the lesson plan did not consider in depth aspects such as the argumentative processes of the students, nor did it implement specific actions to promote argumentation. Addressing these limitations would be interesting and is necessary, considering that teachers still do not understand the key role of argumentation in learning and that the mastery of CA strategies is still a challenge for initial teacher training and for professional development programs for teachers. Practical implications: For research purposes, evidence is presented of the types of teacher support in collective argumentation in a comparative task of two dot plots. For teaching purposes, these types of support can be pointed out within Lesson Study Groups and included in lesson plans, allowing discussions and base-data argumentation. Social implications: The research has social implications in civic development, educational inclusion, and adaptation to technological and pandemic changes, with a focus on inferential statistical reasoning and the crucial role of the teacher in facilitating collective argumentation in the online school classroom. Originality/value: The study enriches knowledge about the potential of Lesson Study and the possibilities of planned online lessons to develop professional learning on collective argumentation with data, as exemplary teaching practices that should be widely shared.

This paper interrogates and elaborates on the fabrication of teachers' subjectivity who work in school contexts governed by neoliberal policies. Theoretically, the conceptual metaphor of "bonsai pedagogy" is proposed to understand teachers' processes of subjectivation enacted by neoliberal discourses, policies, and practices. The article aims to understand the relationship between the processes of (de/re)-professionalisation and the subjective experience of malaise, suffering, and sickness lived by teachers in the exercise of their work. "Bonsai pedagogy" is offered as a complementary category of analysis and interpretation of these processes that is more sensitive to teachers' subjectivity. The research is based on 35 narrative interviews with Chilean dissident schoolteachers who are members of teachers' political organisations. I analyse three strategies used by the "bonsai pedagogy": 1) controlling and saturating teachers' time; 2) managing and guiding teachers' practices; and 3) obstructing teachers' creativity. I discuss how the "bonsai pedagogy" reduces the capacity of teachers to unfold and construct their subjectivity in alternative ways. Since Chile has implemented neoliberal reforms in education longer than any other country, understanding how neoliberalism operates through and around Chilean teachers can contribute to furthering our knowledge of how teachers worldwide can resist and deal with neoliberalism.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

This study aims to identify the literacy skills of individuals whose highest level of education was in the field 'teacher training and educational sciences'. The study sample comprised 10,618 individuals in the field of teacher training and educational sciences, selected from 31 countries (participating in the International Adult Skills Assessment Programme during the 2014-2015 survey) using a multi-stage sampling method. The study employed multi-level latent class analysis and three-step analysis in order to determine both the number of multi-level latent classes of educators' literacy scores as well as the selected independent variables' success in predicting those latent classes. The analysis revealed that educators in Germany constituted the group with the highest literacy skills while educators from Singapore comprised the group with the lowest literacy skills. [This study was presented at the 9th International Congress of Educational Research. Ordu University, Ordu, Turkey.]

This paper undertakes an intersectional analysis of the ways in which socio-economically elite higher education students in Chile reproduce privilege through everyday practices of whiteness and beauty. Drawing on qualitative data from interviews and observations with 20 privileged students at an elite Chilean university, the paper identifies and discusses the students' ambiguous racial identifications and the racialized, classed and gendered ways in which privilege was enacted through practices of 'beauty' as a 'natural' embodied distinction. We discuss how ideals and practices of beauty were a 'double edged sword' for elite female students, conferring advantage while also denying academic authenticity. We argue that Chilean elite performances of whiteness offer an added layer of complexity to existing literature, problematising and decentring performances of whiteness from white bodies. We conclude by suggesting that an intersectional lens offers a useful way to understand and address the re/production of inequalities in Chilean elite universities.

Empirical evidence demonstrates the effect of productive failure (Kapur, 2008) on disciplinary knowledge. However, there is no clear theoretical explanation for why this is the case. Empirical evidence on argumentation and education shows the impact of curricular embedded deliberative argumentation on learning. However, these two trends of research have been mainly isolated, with insufficient synergy. Through the analysis of a group of sixth-graders collaborating around problems of natural selection, the aim of this paper is the theoretical exploration of the process of learning in productive failure designs through a focus on argumentative peer dialogue. The paper proposes an articulation of these two fields of research (productive failure and argumentation), which sheds light on both the learning dynamics in productive failure settings and the relevant insights for argumentative designs. The new possibilities for empirical research on learning through peer interaction opened up by these interconnected fields of research are proposed and discussed.

This paper is a call for "counter-pedagogies of cruelty" and memory as counteractions to colonial technologies of violence, erasure, loss, and linear spatio-temporalities and notions of "progress." In this paper, the authors move across geographic locations in Abya Yala to expose and unpack overlapping and often unnamed colonialities, violences, and racialized border logics. Centering a series of moments from our work and engagements in the nation-states of Chile, Guatemala, and the United States, we bring Segato's concept of "pedagogies of cruelty" together with settler colonialism, decolonial feminisms, and decolonial geographies as central frameworks to illuminate ongoing colonial structures, violence, and resistance social movements across Abya Yala. We explore the ways "pedagogies of cruelty" are embodied, contested, and made visible when we move across borders and center the knowledges and demands of those most impacted. These frameworks also push us to think and move with and to an "otherwise" no longer beholden to modern/colonial frameworks. We center the "otherwise" as a future already present and past, that challenges neoliberal colonial temporalities and attends to the ways borders and the gratuitous nature of modern/colonial violences permeate schools and classrooms and the urgency of these disruptions.