Positive discrimination as discourse: A methodological approach for studying Australian and Chilean indigenous educational experiences

Field	Value	Language
dc.contributor.author	Jara-Labarthé, V	en_US
dc.contributor.author	Browitt, J https://orcid.org/0000-0003-4121-9749	en_US
dc.contributor.author	Martin Nakata, N	en_US
dc.contributor.author	Cisneros Puebla, CA	en_US
dc.date.issued	2018-09-01	en_US
dc.identifier.citation	Interciencia, 2018, 43 (9), pp. 664 - 671	en_US
dc.identifier.issn	0378-1844	en_US
dc.identifier.uri	http://hdl.handle.net/10453/134438
dc.description.abstract	© 2018 Interciencia Association. All rights reserved. This essay proposes a methodological approach based on a Foucaultian discourse analysis and also on Nakata's cultural interface, to study higher education institutions and their relationship with their indigenous students. The paper is divided into the following sections: the archeology of knowledge and statements; subjects and objects of knowledge; knowledge, power and subjectivity; truth and 'claims to know' indigenous subject; cultural interface; Australian indigenous higher education; and lessons for Chile. From the description of the concept of positive discrimination, treated here as discourse, the Australian case is analyzed and possible lessons are proposed for the context of indigenous students in Chilean higher education.	en_US
dc.relation.ispartof	Interciencia	en_US
dc.subject.classification	General Science & Technology	en_US
dc.title	Positive discrimination as discourse: A methodological approach for studying Australian and Chilean indigenous educational experiences	en_US
dc.type	Journal Article
utslib.citation.volume	9	en_US
utslib.citation.volume	43	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/Jumbunna
pubs.organisational-group	/University of Technology Sydney/Students
utslib.copyright.status	open_access
pubs.issue	9	en_US
pubs.publication-status	Published	en_US
pubs.volume	43	en_US

Abstract:

© 2018 Interciencia Association. All rights reserved. This essay proposes a methodological approach based on a Foucaultian discourse analysis and also on Nakata's cultural interface, to study higher education institutions and their relationship with their indigenous students. The paper is divided into the following sections: the archeology of knowledge and statements; subjects and objects of knowledge; knowledge, power and subjectivity; truth and 'claims to know' indigenous subject; cultural interface; Australian indigenous higher education; and lessons for Chile. From the description of the concept of positive discrimination, treated here as discourse, the Australian case is analyzed and possible lessons are proposed for the context of indigenous students in Chilean higher education.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/134346