Naming Difference: Latin American Migrations and School Inclusion in Southern Chile

Abstract

In the past decade, increasing intraregional migration has intensified diversity in Chilean classrooms, creating tensions between nominal and effective inclusion of migrant students. This article examines the effects of the “migrant student” category, as used by professionals educators, on their inclusion practices and diversity management. The research was conducted in two urban schools in Temuco, a territory characterized by a historical coexistence with indigenous peoples and the recent arrival of Latin American migrants. A qualitative and ethnographic approach was employed, including semi-structured interviews with teachers and school administrators, as well as observations of school coexistence activities. The coding and analysis of the qualitative data were conducted using the software ATLAS.ti, revealing differences in the categorization of migrant students that configure two main approaches: an assimilationist one, oriented toward cultural homogenization, and a multicultural one, which recognizes diversity in a fragmented way (Stefoni & Corvalán, 2019). Both approaches have limitations, as they fail to address the structural inequalities underlying the production of difference (Reygadas, 2007; Calquín et al., 2022). The study concludes that critical reflection on these often implicit categories within professional practices is necessary to move toward educational models that foster a critical and intercultural citizenship.