Claudia Matus

TL;DR: In this article, the authors analyze discourses of diversity in colleges of education in Chile and argue that the use of discourses as reproducing the separation between mainstream subjectivities and those uncontained by the category of normal is one of the ways universities align themselves with the rules of a democratic society, based on ideas of multicultural understandings and tolerant communities proliferated by inter-governmental institutions such as the Organization for Economic Cooperation and Development (OECD).

TL;DR: This paper conducted a discourse analysis of the strategic plans of two universities to understand how the constitution of space and place reconfigures human experience in the two institutions and argued that universities do not simply respond to dominant logics of globalization but are active participants in its production, drawing on feminist geographers to elaborate how these universities' discourses of internationalization reify a division of higher education as local "place" and globalization as abstract global space, "out there".

TL;DR: In this paper, a discussion is organized around two main questions: what are the main discourses of diversity produced by policies and practices, and what do policies on diversity do, and how they are framed.

TL;DR: In this paper, the authors focus on curriculum reform as a way universities materialise the seemingly abstract economic logic of the so-called knowledge society at the level of student-citizens, who are to be educated to become economic globalisation's next agents.

TL;DR: In this paper, Marta et al. explored the production, reproduccion, and circulación of the discursos de vulnerabilidad escolar a traves de las narrativas de estudiantes en escuelas chilenas.