Lines of Research

R1. Racialized relations and school climate

This line focuses on the micro level of individuals' racialized relations and identities and addresses the research question: How can anti-racist school climates be fostered in the Chilean context, thus engaging with the research objective of engaging with school communities' experiences of racism and their expectations about the production of positive school climates that diminish its effects.

R2. Anti-racist education and in-service teacher education

This strand focuses on the meso-level of the classroom, in relation to teachers and teaching. The strand addresses the research question: to what extent and in what ways do teachers in racially diverse school contexts construct meanings for and engage with core anti-racist practices? How do they manage resistance from parents and school administrators? thus contributing to the research goal of examining and documenting teachers' understandings and meanings of structural racism and core teaching practices to foster racial justice in education in racially diverse school contexts.

R3. Socio-Racial Representations and Racial Justice

This line focuses on the macro level of racialized representations of minority groups and their impact on the development of anti-racist educational policies. It addresses the research question: what are the relevant conceptual and methodological considerations for developing anti-racist social representations in public opinion and among educational policy makers to promote racial justice?

Methodology: "Participatory and co-operative paradigm".

  • The collective construction of scientific knowledge that can improve the educational experiences of the participants.
  • Knowledge that is built "from below" (based on the experiences of the participants), giving it political, social and cultural relevance.
  • Methodology that is developed dialogically.
  • Research that is not "about people but with people".
  • Interdisciplinary focus in its application.