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Follow-up on the implementation of the School Inclusion Law. Intersectional analysis of the identity categories of gender, race/ethnicity, social class, and disability

Claudia Matus (Principal investigator), Carolina Rojas (co-investigator, person in charge of field work), Laura Luna (co-investigator), Iván Oliva (co-investigador).

This project aims to analyze the effects of the implementation of the School Inclusion Law in school and institutional practices. The premise of the investigation is that if the normative understandings of gender, ethnicity/race, social class, and ability are not reviewed together, then despite the efforts associated with reducing barriers to enter into schools, it will be impossible to comply with inclusion goals. This interdisciplinary project proposes an analysis of the implementation of the Inclusion Law during its first year of implementation, examining closely those dimensions that aim to produce fairer practices within schools (non-discrimination) and that have not been clearly operationalized in the drafting of the law and complementary regulations. This research focuses on two aspects: i) the document analysis of those provisions, regulations, and policies that guide inclusive practices in schools and ii) an ethnographic inquiry in educational establishments in Santiago and Villarrica. As a result, we propose guidelines and actions to improve the implementation of the School Inclusion Law.