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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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