Normocentrism, diversity, and otherness: Deconstructing the Chilean inclusive-educative policies (original) (raw)

2020, Archivos Analiticos de Politicas Educativas

[This is a translation (work-in-progress) of the original article published in Spanish on Education Policy Analysis Archive Journal. 6th July 2020] During the last decades, immersed in the context of global movements for educative reforms, a series of inclusive policies have been enacted in Chile. Based on these transformations, the objective of this article is to analyse a set of policies aimed at the attention of Special Needs Students. Methodologically, a documentary work was conducted, in which texts related exclusively to the attention of students with Special Needs were selected, and which were temporarily published between the years 1990 and 2018. Thus, a corpus of fourteen documents was obtained, seven of which are analysed in-depth in this article. The analysis of the texts was developed in two phases: first, from a Hermeneutical Distancing Process (Ricoeur, 1986, 2003), and, later, from a Deconstructive analysis (Derrida, 1997). Among the most relevant findings, the binarisation of inclusion is observed, reducing it to the erection of barriers of accessing and teaching, and the transfer of disciplinary logic of normalisation towards others of self-regulation. Finally, the emergence of logics of standardisation of the differences is observed, which would tend to a normocentrality, where the otherness would be understood as threats.