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14 US-China L. Rev. 168 (2017)
Human Rights in the School Curriculum of Chile: Precarity and Complexity

handle is hein.journals/uschinalrw14 and id is 166 raw text is: 





HUMAN RIGHTS IN THE SCHOOL CURRICULUM OF
          CHILE: PRECARITY AND COMPLEXITY

                    Hector  G6mez*   & Mariela  Fuentes**

          The privileged place that human rights have been taking in the school
     curriculum in Chile since the 90s is crystallized in the creation of the
     subject Citizen Education that is to be beginning in 2019. However, in this
     paper we propose a theoretical analysis of the inclusion of human rights in
     the school curriculum thus far. In addition, we attempt to analyse the
     possible effects of Citizen Education on the mandatory curriculum in Chile,
     with consideration of curriculum as a complicated conversation and the
     notion of precarity. We employ  three dimensions: first, the notion of
     person; second, local law versus international law; and third, necessary
     conditions and latent risks. Considering these dimensions, we acknowledge
     that the inclusion and visibility of human rights in the curriculum is not a
     new field. Including new content into the curriculum does not necessarily
     address the problem  of making human  rights as a lived experience for
     students and society. The lack of clarity about what are the real rights of
     people, the relationship between our national legislation and international
     law, and the lack of necessary conditions for the promotion of human rights
     caused concern around the lack ofprotection and precarity inpeoples 'lives.
     Therefore, the question arises: who exist, who does not exist and which
     lives matter.

INTRODUCTION............................................................................................ 169
I. THE STATE  OF THE  ART  ........................................................................... 169
II. EPISTEMOLOGICAL LENSES..................................................................... 172
     A.    Curriculum,  a Complicated   Conversation................................ 172
     B.    From  Performativity  to Precarity............................................. 175
III. A N A L Y SIS ............................................................................................. 17 6
     A.    Dimension   1: The Notion  of Person ......................................... 176
     B.    Dimension   2: Local Law  versus International  Law  ................. 179
     C.    Dimension   3: Necessary  Conditions  and Latent Risks............. 181
CONCLUSIONS ............................................................................................. 183





* Bachelor in Education, History and Social Studies Teacher, Master of Arts in Education, Ph.D.
Student in Curriculum Studies, University of British Columbia. Research fields: Curriculum, Teacher
Education, Performativity Theory and Queer Studies.
** Bachelor in History, History and Social Studies Teacher, Master Student in Curriculum Studies,
Pontificia Universidad Cat6lica de Chile. Research fields: Curriculum, Citizen Education, History and
Social Studies.


doi: 10.17265/1548-6605/2017.03.003


168

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