Order in the production of knowledge: Normativities in the Chilean education around diversity

Abstract

Changing the focus to language of diversity and its associated concepts has led to an invisibilization and neutralization of any query towards the regimes of order and normalization of subjects. This article analyzes the discourse related to normality, diversity, difference and inclusion of scientific literature in the Chilean educational context. It is important to recall the academic discourse to analyze its notions, assumptions and the epistemological approaches which underlie the ideas of difference, diversity and inclusion. From a critical perspective toward the current political educational scenario and after the analysis of 45 articles, the field reveals a knowledge production dominated by discourses of normality, masculinization practices and naturalized conceptions of the subjects; the effects and implications are linked to the maintenance of a neoliberal project in education.