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The Role of Education in Consciousness Raising Among Chilean Youth Samsara Davalos Reyes Trinity University, Samsara.Davalosreyes@Gmail.Com Trinity University Digital Commons @ Trinity Sociology and Anthropology Honors Theses Sociology and Anthropology Department 5-2019 Conscious or Unconscious: The Role of Education in Consciousness Raising among Chilean Youth Samsara Davalos Reyes Trinity University, [email protected] Follow this and additional works at: https://digitalcommons.trinity.edu/socanthro_honors Recommended Citation Davalos Reyes, Samsara, "Conscious or Unconscious: The Role of Education in Consciousness Raising among Chilean Youth" (2019). Sociology and Anthropology Honors Theses. 8. https://digitalcommons.trinity.edu/socanthro_honors/8 This Thesis open access is brought to you for free and open access by the Sociology and Anthropology Department at Digital Commons @ Trinity. It has been accepted for inclusion in Sociology and Anthropology Honors Theses by an authorized administrator of Digital Commons @ Trinity. For more information, please contact [email protected]. Conscious or Unconscious: The Role of Education in Consciousness Raising among Chilean Youth Samsara Dávalos Reyes A DEPARTMENT HONORS THESIS SUBMITTED TO THE DEPARTMENT OF SOCIOLOGY & ANTHROPOLOGYAT TRINITY UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR GRADUATION WITH DEPARTMENTAL HONORS DATE : APRIL 25 2019 DR. DAVID SPENER & DR. ROCIO DELGADO DR. JENNIFER MATHEWS THESIS ADVISOR DEPARTMENT CHAIR _____________________________________ Michael Soto, AVPAA Student Agreement I grant Trinity University (“Institution”), my academic department (“Department”), and the Texas Digital Library ("TDL") the non-exclusive rights to copy, display, perform, distribute and publish the content I submit to this repository (hereafter called "Work") and to make the Work available in any format in perpetuity as part of a TDL, Digital Preservation Network (“DPN”), Institution or Department repository communication or distribution effort. I understand that once the Work is submitted, a bibliographic citation to the Work can remain visible in perpetuity, even if the Work is updated or removed. I understand that the Work's copyright owner(s) will continue to own copyright outside these non-exclusive granted rights. I warrant that: 1) I am the copyright owner of the Work, or 2) I am one of the copyright owners and have permission from the other owners to submit the Work, or 3) My Institution or Department is the copyright owner and I have permission to submit the Work, or 4) Another party is the copyright owner and I have permission to submit the Work. Based on this, I further warrant to my knowledge: 1) The Work does not infringe any copyright, patent, or trade secrets of any third party, 2) The Work does not contain any libelous matter, nor invade the privacy of any person or third party, and 3) That no right in the Work has been sold, mortgaged, or otherwise disposed of, and is free from all claims. I agree to hold TDL, DPN, Institution, Department, and their agents harmless for any liability arising from any breach of the above warranties or any claim of intellectual property infringement arising from the exercise of these non-exclusive granted rights.” I choose the following option for sharing my thesis (required): [ X ] Open Access (full-text discoverable via search engines) [ ] Restricted to campus viewing only (allow access only on the Trinity University campus via digitalcommons.trinity.edu) I choose to append the following Creative Commons license (optional): Conscious or Unconscious: The Role of Education in Consciousness Raising among Chilean Youth Samsara Dávalos Reyes Trinity University- Senior Thesis ACKNOWLEDGEMENTS First and foremost, I would like to thank everyone who made this project possible. In Chile, I am grateful to the all the participants who opened up and spoke frankly about their experiences in the Chilean education system. I hope that in this thesis I was able to do justice to the numerous meaningful stories I heard while abroad. Mil gracias a todxs en el programa de SIT Chile: Comparative Education and Social Change, especialmente a mis consejeros Roberto Enrique Villaseca Muñoz y Miguel Caro Ramos. In the U.S., thank you to the Department of Sociology and Anthropology and the Department of at Trinity University for fully supporting my academic endeavors. In particular, I thank, Dr. David Spener and Dr. Rocio Delgado, my thesis advisors, who not only provided guidance in the research process, but also made this research project possible by strongly advocating that this study abroad program be approved by the university. Moreover, I am thankful to Dr. Spener and Dr. Delgado for always believing in me and motivating me to siempre salir adelante. Finally, le doy gracias a dios hoy y siempre por mi familia y a mi familia, for making me the person I am today. Le doy gracias a mi papá por inculcarme el amor hacia la educación y a mi familia por todo su apoyo y sacrificio. Abstract In this thesis, I investigate the question of how Chilean high school students in liceos emblemáticos and liceos históricos develop a critical consciousness about social justice issues. I examine how critical consciousness manifests itself in the second decade of the 21st century Chile and how, in turn, this critical consciousness leads to participation in national social movements. To further analyze this question, I utilize my field research, which was conducted through a qualitative approach. In May 2018, I conducted nine interviews with students and three with teachers at five of Santiago’s emblematic and historic high schools and at a Valparaiso technical high school, as well observations in history classroom at three of these schools. I employ critical pedagogy as the analytical framework with which I make sense of the findings. Based on my analysis using Freire’s concept of critical consciousness, I find that participants in these atypical schools demonstrate high levels of critical consciousness regarding matters of social justice. Students highlighted the socioeconomic diversity, social justice legacy, institutional culture, and passionate teachers in their current high schools as catalysts for raising critical social consciousness. Future research should continue to explore this topic as it to relates traditional public schools. 1 “Ser joven y no ser revolucionario es una contradicción hasta biológica” [To be young and not be revolutionary is a biological contradiction] – Salvador Allende The current Chilean education system is founded on strong neoliberal pillars that have resulted in the decentralization of the Chilean education system, a reframing of education as a social responsibility to an individual object of consumption, and the expansion of private-voucher schools. Together, these factors have contributed to the creation of a three-tiered system that is highly stratified by class with private schools catering to the higher strata, private-voucher schools fitting the needs of middle class families, and public schools serving lower income families. Despite functioning under a fragmented neoliberal system, Chilean students are actively vocal on matters of social justice. As shown by the historic 2006 Penguin Revolution and the current social movements to end sexist education, there is a strong fervent interest in social justice issues among portions of the Chilean youth. To further understand the development of interest in social justice issues and social awareness of social injustices, this study sought to explore the role that education has on the development of critical consciousness. I did so by asking what aspects of the formal education contribute to this process. By formal education, I am referring to both macro factors such as school funding, national curriculum, and standardized testing as well as micro determinants including teacher-student relationship, class size, and school culture. As I will later explain in this paper, critical consciousness is encompassing of both awareness as well as action on social justice issues. In the following paragraph, I will contextualize my research question by discussing the history of the Chilean education system in addition to examining the impact neoliberalism has had on Chilean education. 2 In terms of development, Chile has one of the strongest, most promising economies in Latin America but with a GINI coefficient of .45 it holds a high level of income inequality (Organization for Economic Co-operation and Development 2016). In comparison to its neighboring countries, Chile stands out for its strong economy and relatively peaceful transition to democracy (Teichman 2011). Since the 1980s, Chile has seen a continuous economic growth of about seven percent annually and a steady decrease in poverty from 38.9 percent in 1990 to 18.4 percent in 2003 (Oxhorn 2011; Teichman 2011). In 2018, Chile’s growing rate rounded at four percent bringing profits to the private sector (World Bank 2019). Many credit the adoption of neoconservative governance and neoliberal economic models during Pinochet’s dictatorship and by the subsequent civilian Concertación governments (1990-2006) as the source of Chile’s success. A result of the military regime’s restructuring of the economy between 1973 and 1982 is an increase in the privatization of economic and social activities, withdrawal of the state from its regulatory and developmental functions, and adherence to free-market rational (Foxely 1986). Similarly, neoliberalism is a political and economic philosophy that began to be put into practice in capitalist countries in the 1970s. It re-emphasizes
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