[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Formación de mediadores[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Chile is entering its eighth year of using a centralized admission system (SAE) to assign students to PK-12 schools accepting public funding. The SAE involved a significant cultural change in how students are assigned to schools, and this change was accompanied by a lot of criticism as families fretted about how to guarantee an academic future for their children (Carrasco, et al., 2020). There was a lot of public discussion about the risk of “losing” the lottery. While there were always students who lost out on admission to oversubscribed schools (and sometimes even when the school was not oversubscribed), using the SAE families felt that they lost a certain sense of control. Also, with the SAE, the winners and losers become transparent to the public, while before the SAE it was not possible to track the losers. There have been many studies examining the effect of SAE on access for low-income students, segregation, and on the opinion of parents participating in the SAE (Carrasco, et al., 2021; Honey & Carrasco, 2023; Hernández, et al., 2023). However, these studies have primarily focused on the initial implementation of the SAE. Now that the policy has had time to mature, it is important to return to the policy to analyze the medium- and longer-term effects of assignment via SAE. To what extent does it matter if a student is assigned to their preferred school? This project aims to identify for whom it really matters if they win the lottery and for whom, even if they lose, their academic future is not in jeopardy. The supply of desirable schools is not evenly distributed across the country, and there are students for whom losing the lottery means having to travel expansive distances in order to reach another desirable school, while there are other students for whom there are multiple attractive options within a reasonable proximity. The objective of the project is to better understand the differential effect of winning or losing in the school admission system where desirable schools are unevenly distributed geographically. The research questions are the following: 1)To what extent does assignment to a preferred school through SAE affect a student's sense of belonging in a school, academic aspirations, academic performance, mobility, and entrance into higher education? 2) To what extent is the effect of assignment to a preferred school through SAE moderated by the characteristics of the desirable supply of schools surrounding the student? 3) To what extent are there differential effects of assignment to a preferred school based on gender, family income, indigeneity, nationality, and previous academic achievement? 4) How is a student's perceived college readiness related to their assignment to their first-choice school? This project uses a mixture of quantitative and qualitative methods. First, this study involves the categorization of the revealed desirability of schools across neighborhoods. GIS will be used to map the revealed desirability of schools (measured by the applicant-to-vacancy ratio) across neighborhoods. Neighborhoods will be classified by the concentration of high, medium, and low revealed desirability of the schools relative to the number of students residing in the neighborhood. Second, this study involves the analysis of secondary data to conduct a quasi-causal analysis of the effects of assignment by SAE taking full advantage of the deferred acceptance design of SAE. There has been a significant improvement in the methods of analysis of the effect of assignment in these systems by using the deferred acceptance propensity score, which allows researchers to analyze the effect of assignment not only on schools with high oversubscription but also those with modest or even no oversubscription. Finally, this study implements semi-structured interviews to acquire a rich understanding of students' experiences in their schools and their preparation for higher education. Interviews will be conducted with 30 higher education students attending five different types of higher education institutions, allowing for a more thorough understanding of how they perceive that their assignment to (or not to) their preferred high school influenced their ability to get into their desired higher education opportunity and their level of preparation for the institution they are attending. The anticipated results of this study include the mapping of the supply and demand for schools in a way that takes advantage of the data from SAE to understand not only the distribution of public and private schools but also the real distribution of schools as characterized by their revealed desirability. This will allow policymakers to identify neighborhoods most needing the creation of more desirable school seats. Secondly, this study will allow for the identification of the effects of assignment to a desired school. Preliminary analyses suggest that, on average, the effect of assignment will be minimal; however, in the moderation analyses, it is likely that there will be certain characteristics of students and neighborhoods where winning the lottery is indeed important in shaping one's future. Finally, given the psychology of winning in school choice (Rhinesmith, 2017), it is likely that interviews will reveal that students assigned to their preferred school will attribute more of their post-collegiate success to their secondary school, while those who were not assigned to their preferred secondary school will attribute their success to their own effort. The analyses will be critical as the country considers adapting the rules of SAE to best meet the needs of students who are not granted access to their first-choice school.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]En el quehacer docente, uno de los desafíos más demandantes que deben enfrentar profesoras y profesores es la necesidad de aplicar innovación de manera constante en sus metodologías de enseñanza y aprendizaje en las aulas, con el propósito mayor de crear experiencias formativas motivantes, efectivas y significativas. Para ello, además de generar un ambiente educativo atractivo, se espera que estos métodos promuevan el desarrollo de trabajo colaborativo/interactivo, se vinculen con las dinámicas culturales y sociohistóricas propias de las comunidades en que se inserta el quehacer docente y las vidas de estudiantes, tomando en cuenta la realidad del territorio, pero sin perder de vista los fenómenos de alcance global. La presente propuesta tiene como objetivo contribuir a la diversificación de estrategias didáctico-metodológicas de profesoras y profesores del secano costero de la Región de O’Higgins, a través de: (a) la implementación de un taller de varias sesiones, enfocado en el uso del espacio público como herramienta formativa en cursos de lenguaje y (b) la edición de un manual que recogerá esta experiencia para su potencial utilización futura. Para ello, movilizamos el concepto Paisaje Lingüístico (PL); esto es, la materialización de las lenguas en el espacio público, a través de los registros escritos que ahí encontramos. Se trata de un recurso didáctico potente, de plena vigencia/actualidad y que posibilita desarrollar procesos formativos significativos y con pertinencia territorial. La implementación se hará en distintas etapas a lo largo de 8 meses de trabajo y contempla: (a) reuniones periódicas del equipo de trabajo durante las diferentes fases del proyecto; (b) encuentros presenciales en modalidad taller para docentes de cursos de lenguaje u otras asignaturas afines; (c) trabajo en grupos de docentes, en terreno, para crear un registro fotográfico del paisaje lingüístico del centro de Pichilemu; (d) trabajo de análisis crítico guiado, con el objetivo de descubrir qué nos dice respecto de la realidad sociohistórica de la comunidad y explorar el modo en que hacemos dialogar aquello con los contenidos propios de las asignaturas y niveles educativos que tienen a cargo; (d) preparación y realización de una jornada de presentación de resultados en modalidad de muestra fotográfica; y finalmente (e) la edición y publicación de un manual que recoja los resultados de esta experiencia y que, sobre la base de ella misma, contenga lineamientos e ideas para la implementación de la metodología del Paisaje Lingüístico en futuras iniciativas lideradas por profesoras y profesores. Se espera que al finalizar el proyecto las y los docentes cuenten con una serie de herramientas teórico-metodológicas y un manual que les permita integrar la metodología del Paisaje Lingüístico en sus prácticas docentes para la promoción de una educación lingüística que promueva el trabajo colaborativo, el pensamiento crítico, la reflexión metalingüística, junto con valorar la diversidad lingüístico-cultural de su territorio en tanto expresión de identidades personales y sociales.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The school is a crucial socialisation institution that forms young people’s perceptions, attitudes, and beliefs (Gidengil et al., 2016). Moreover, it is the main socialisation space that provides the youth with broader social relationships compared to the intimate social context of the family (Vincent et al., 2018). This Fondecyt project will ethnographically analyse the school’s role in socialising attitudes towards socioeconomic inequality among secondary students in classrooms with a diversified socioeconomic composition. Studying these attitudes is crucial since they might symbolically legitimise or challenge the existing social order (Sandel, 2021) and contribute to the reproduction or transformation of socioeconomic inequalities (Alesina et al., 2012). Since evidence on this issue is key for democratic governments in socioeconomically unequal societies to inform policies for reducing inequality and increasing social cohesion, the project focuses on Chile, a country with extreme levels of socioeconomic inequality (WID, 2022). By identifying opportunities and challenges for schools to promote egalitarian attitudes towards socioeconomic inequality among their socioeconomically diverse students, the project will provide decisive evidence for education policy to improve their support to school communities. The general objective of this project is to analyse how the schools contribute to shaping attitudes towards socioeconomic inequality among secondary students in classrooms that have diversified their socioeconomic composition. The specific objectives are as follows: 1. To characterise the socioeconomic heterogeneity within schools with secondary education in Chile and identify those that have diversified the socioeconomic composition of their students in the last decade. 2. To determine the schools’ pedagogical, organisational and community responses to the increase in their socioeconomic diversity and examine how these responses promote particular attitudes towards socioeconomic inequality. 3. To describe the students' inter-class relationships and identify how these relate to particular attitudes towards socioeconomic inequality, including awareness of inequality, perceptions of the fairness of social inequalities, meritocratic beliefs, and egalitarian preferences. The study will use a sequential mixed methods design, with a first quantitative phase aimed at answering Specific Objective 1 and informing the selection of the sample of schools for the second - ethnographic - phase, which is the predominant one and seeks to answer Specific Objectives 2 and 3: a) Quantitative phase: A Socioeconomic Diversity Index (SDI) will be created using data from the Quality of Education Agency through its SIMCE questionnaire to parents of secondary students for 2014-2024, which asks about the families’ socioeconomic information. Descriptive statistics will be used to describe SDI and its temporal variation by school. b) Ethnographic phase: Ethnographic fieldwork will be deployed in three schools with increased socioeconomic diversity, as measured in the SDI. Fieldwork in each school will last approximately two months, and the following methods will be used: - Interviews with staff members: 10 in each school (30 total), including the Principal, two Deputy Principals, three professionals from a psychosocial support team and four teachers. - Friendship maps and interviews with students: Maps of the students’ social relationships will be built with secondary students, seeking to include the whole class in each school (approximately 100 students in total). Maps will be followed by interviews. - Observations: They will be conducted in classrooms, playgrounds, and school events for approximately 100 hours in each school (approximately 300 hours of observation in total). The expected results include a) a map of all Chilean schools according to their current socioeconomic diversity and its temporal variation; b) in-depth evidence of inter-class relationships between secondary students and how these affect their attitudes towards socioeconomic inequality; and c) a systematisation of the schools’ responses to the students’ socioeconomic heterogeneity, their links to the development of attitudes towards socioeconomic inequality, and their facilitating and hindering elements. These findings will be useful for other schools that are diversifying their student body, wish to do so, or are interested in promoting egalitarian attitudes among their students. Ultimately, the project will provide critical evidence for public policy to promote schools that foster the development of egalitarian attitudes and potentially contribute to reducing social inequalities.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The nation-state is an organization defined by two principles: its interests (e.g., political, economic, cultural) and its security. Therefore, states constantly seek survival, in which security plays a prominent role, surpassing all other issues (Waltz, 1979). The extent to which the movement of people across international borders has become a security issue is evident in how the migration-security nexus is prevalent in the current public and media debate around the globe, including Chile. This proposal stands on the premise that in a democratic society, mainstream media press is a highly significant actor in influencing levels of public concern and shaping people's attitudes towards social developments and phenomena, including migration and its securitization (Scherman et al., 2022; Ekman & Krzyzanowski, 2021). The representation of immigrants in mainstream media press creates opportunities for immigrants to either become part of society or be excluded from the public sphere. The main objective of this proposal is to analyze the media framing of the securitization of the "migration crisis" in the Chilean mainstream media press during 2014-2026. Further on, this main objective is broken down into three specific objectives (SO), namely: SO1: To identify the media news frames of the securitization of the "migration crisis" in Chilean mainstream press during 2014-2026. SO2: To analyze the consolidation of media news frames of the securitization of the "migration crisis" in Chilean mainstream press during 2014-2026. SO3: To compare the media news frames of the securitization of the "migration crisis" between the Northern, the Southern, and the Metropolitan Regions' mainstream press during 2014-2026. The empirical part includes the analysis of all informative pieces concerning the issues of security and immigration collected from the national editions of seven leading Chilean newspapers published in the Northern, Metropolitan, and Southern regions throughout a decade timespan (2014-2026). Such an elaborate dataset will reveal systematic longitudinal analysis across time, regions, and media outlets, providing a profound understanding of Chile's securitization of the "migration crisis." The proposed methodological paths for each SO are: SO1 will employ news framing analysis (de Vreese, 2005; Muñiz, 2011) to identify the media coverage frames of the securitization of the "migration crisis," applying a manual qualitative content analysis using Atlas. Ti 23 software for better coding manageability (Kovar, 2023; Vázquez-Herrero et al., 2022; Sarah-Liu, 2021). We will follow an inductive approach in which frames emerge from the collected corpus in situ (Semetko & Valkenburg, 2000) since it broadens the possibility of discovering a more amplified list of frames, thus contributing to a deeper analysis of the issue. SO2 will use a frequency analysis in Atlas.ti 23 and in Microsoft Excel (v2023) to identify and examine the most prominent media frames over the selected period. SO3 will follow a comparative analysis (Collier, 1993) to define similarities and/or differences between a) different media conglomerates (El Mercurio S.A.P and COPESA S.A) and independent outlets (Publimetro) and b) the Northern, the Metropolitan, and the Southern regions over the selected period. In addition, our longitudinal data (2014-2026) allows us to study possible changes in media framing covering the migration-security nexus over a decade, providing a comprehensive study on the issue currently under development across the national mainstream press. The main expected result is the generation of empirical evidence that advances understanding of the dominant frames of the securitization of the "migration crisis" in Chile. Given that most of the previous and current research on media securitization of migration has been EU or US-centered, our project calls for de-Westernizing this issue by contributing to a Latin American perspective to expand the geographical reach of research beyond European and US borders. As such, it offers new insights into the complexities of the securitization of the "migration crisis" in Chilean media and will contribute to the area of ​​Communication and Social Studies and anyone interested in migration and security issues. Likewise, since the securitization of migration reinforces a politics of fear and racism (Wodak, 2015), our findings may also concern the Ministry of the Interior and Public Security, which is responsible for public policies and laws regarding immigration. The association of migration with security can be reflected in laws and policies that the country may adopt toward migrants through limiting access to certain nationalities, changes in visa procedures, higher security controls, and, most importantly, deterioration of the rights of migrants (Planas Gifra, 2024). Finally, as this project will empirically identify migration-security patterns in the mainstream press and track their evolution, identifying potential shifts over a decade's time span, it will help us raise public and service awareness in Chile by generating policy papers, infographics, and seminars for the lay public and opinion columns in local and national media, among others.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The nation-state is an organization defined by two principles: its interests (e.g., political, economic, cultural) and its security. Therefore, states constantly seek survival, in which security plays a prominent role, surpassing all other issues (Waltz, 1979). The extent to which the movement of people across international borders has become a security issue is evident in how the migration-security nexus is prevalent in the current public and media debate around the globe, including Chile. This proposal stands on the premise that in a democratic society, mainstream media press is a highly significant actor in influencing levels of public concern and shaping people's attitudes towards social developments and phenomena, including migration and its securitization (Scherman et al., 2022; Ekman & Krzyzanowski, 2021). The representation of immigrants in mainstream media press creates opportunities for immigrants to either become part of society or be excluded from the public sphere. The main objective of this proposal is to analyze the media framing of the securitization of the "migration crisis" in the Chilean mainstream media press during 2014-2026. Further on, this main objective is broken down into three specific objectives (SO), namely: SO1: To identify the media news frames of the securitization of the "migration crisis" in Chilean mainstream press during 2014-2026. SO2: To analyze the consolidation of media news frames of the securitization of the "migration crisis" in Chilean mainstream press during 2014-2026. SO3: To compare the media news frames of the securitization of the "migration crisis" between the Northern, the Southern, and the Metropolitan Regions' mainstream press during 2014-2026. The empirical part includes the analysis of all informative pieces concerning the issues of security and immigration collected from the national editions of seven leading Chilean newspapers published in the Northern, Metropolitan, and Southern regions throughout a decade timespan (2014-2026). Such an elaborate dataset will reveal systematic longitudinal analysis across time, regions, and media outlets, providing a profound understanding of Chile's securitization of the "migration crisis." The proposed methodological paths for each SO are: SO1 will employ news framing analysis (de Vreese, 2005; Muñiz, 2011) to identify the media coverage frames of the securitization of the "migration crisis," applying a manual qualitative content analysis using Atlas. Ti 23 software for better coding manageability (Kovar, 2023; Vázquez-Herrero et al., 2022; Sarah-Liu, 2021). We will follow an inductive approach in which frames emerge from the collected corpus in situ (Semetko & Valkenburg, 2000) since it broadens the possibility of discovering a more amplified list of frames, thus contributing to a deeper analysis of the issue. SO2 will use a frequency analysis in Atlas.ti 23 and in Microsoft Excel (v2023) to identify and examine the most prominent media frames over the selected period. SO3 will follow a comparative analysis (Collier, 1993) to define similarities and/or differences between a) different media conglomerates (El Mercurio S.A.P and COPESA S.A) and independent outlets (Publimetro) and b) the Northern, the Metropolitan, and the Southern regions over the selected period. In addition, our longitudinal data (2014-2026) allows us to study possible changes in media framing covering the migration-security nexus over a decade, providing a comprehensive study on the issue currently under development across the national mainstream press. The main expected result is the generation of empirical evidence that advances understanding of the dominant frames of the securitization of the "migration crisis" in Chile. Given that most of the previous and current research on media securitization of migration has been EU or US-centered, our project calls for de-Westernizing this issue by contributing to a Latin American perspective to expand the geographical reach of research beyond European and US borders. As such, it offers new insights into the complexities of the securitization of the "migration crisis" in Chilean media and will contribute to the area of ​​Communication and Social Studies and anyone interested in migration and security issues. Likewise, since the securitization of migration reinforces a politics of fear and racism (Wodak, 2015), our findings may also concern the Ministry of the Interior and Public Security, which is responsible for public policies and laws regarding immigration. The association of migration with security can be reflected in laws and policies that the country may adopt toward migrants through limiting access to certain nationalities, changes in visa procedures, higher security controls, and, most importantly, deterioration of the rights of migrants (Planas Gifra, 2024). Finally, as this project will empirically identify migration-security patterns in the mainstream press and track their evolution, identifying potential shifts over a decade's time span, it will help us raise public and service awareness in Chile by generating policy papers, infographics, and seminars for the lay public and opinion columns in local and national media, among others.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]