Since 1990, national research in the field of education has focused mainly on “quality and equity”, arising most of the time as a reactive response to the immediate problems of educational policies and lacking a proper capacity to look ahead.
Yet the social and cultural changes that the country has experienced involve alterations in cultural logics, family structures and ways of life. This emerging social diversity translates into a juxtaposition of inequalities that, in the case of education, are not explained solely by difference in access.
Several problems have emerged, such as discrimination, abuse, segregation practices and knowledge gaps, for which the main focus on “quality and equity” seems barely sufficient. In Chile, the nature of these new expressions of the social diversity of students and their families are not only socioeconomic, but also include differences in gender, ethnicity, migration, disabilities, digital skills, cognitive development, early schooling, among others.
“Educational Justice” has become a demanding moral category, allowing an evaluation on the institutional arrangements used by education to respond to the challenges posed by these multiple diversities.
Through interdisciplinary and multi-methodological research, the CJE‘s general objective is to identify and understand the way in which school exclusion takes place today, in order to offer public policies and pedagogical practices capable of achieving inclusion with identity in various contexts, educational levels and social groups. In particular, the CJE proposes:
- Developing interdisciplinary research in frontiers of knowledge education.
- Forming advanced human capital for education and educational research.
- Generating scientific knowledge and innovation in education.
- Supporting the development of public policies and the dissemination of knowledge to promote justice, inclusion and the quality of education.