Trust in Learning--Chile!
Comparisons of the experience in Chile to my time in Argentina are inevitable because of going from one to the other in the same trip. But they are quite distinct in history, in culture and politics, and their educational systems. Because of the timing of my visits, I was in schools more in Argentina as Chile's school year had largely ended when I arrived. I learned a great deal about the schools, however, through more in-depth time with universities and faculty colleagues in Chile--both in Santiago (Universidad del Desarrollo) and Valparaiso. I was joined for much of that time with Anne Mungai, our Dean of Education, who participated with me in presentations about schooling and support of diverse and special needs students at these institutions.
On a more personal note, I was inspired by Chile's beauty and the warmth of its people. A country of contrasts, it is bordered by the Andes and the Pacific Ocean with a climate that is not unlike California. The devastation they have suffered from natural disasters--such as the 2010 earthquake--appear to have them stronger.
Santiago struck me as being like Los Angeles in the rolling hills, palm trees, extensive real estate and smog; Valparaiso was like San Francisco in being a series of higher hills with artsy, bohemian settings with the deep blue of the Pacific Ocean surrounding it. It was hot in December with reminders of the holiday season all around us! The food in Chile was outstanding. Fish and empanadas were favorites!
Chile has had waves of migration over the past two centuries from a wide range of countries--most particularly, Italy and Croatia, but other parts of Europe, the Middle East (Lebanon, for example) and Africa. Chile was part of the slave trade to South and North America. The indigenous people (a term I learned was disliked by many as a politically-correct Western characterization) are composed of several groups, but largely Mapuche, composed of several groups in both Chile and parts of Argentina. In recent years, the diversity of Chile's people--combined with new immigrants from Asia and other parts of Latin America--has become a central educational focus.
When we were there, Chile was about to elect its new President. The years since dictatorship of Pinochet (from 1973 to 1990) have been ones of growth and relative stability for Chile, even though there has been a pendulum swing between conservative and liberal leaders. This election in 2017 was marked (as in our own country) by a hugely divided electorate with extreme "left" and "right" candidates. Many expressed concern that the result could be political and social turmoil. An interesting aspect of Chilean political history was that voting was a requirement for all citizens in the past; now, it's a choice and many wonder how the election turnout might affect the outcome.
One of the important parts of the election has been the reform of education in the country which has been struggling with improving its public schools for years. As one source said, Chile has one of the highest literacy rates in South America now, but it does not mean that the quality of public education is what it should be.
The disparities have led the current administration to support more higher education access but not necessarily the lower grades. There is a policy document that has been in effect since 2015 on inclusion with sweeping changes in public school access that must be articulated with a proposed set of new curriculum standards, connected to the outcome of the current election. The gap between public and private education occurs at the higher education level with public institutions have free tuition and private institutions struggling to meet enrollment and operating costs. The institutions had a choice about whether they would become public or private and those that chose to become public are struggling with economic issues, as well. The liberal stance of the current government has focused more on social justice and access to all rather than the economic viability of the educational system.
My work on trust has appeared to strike a chord, both in Chile and in Argentina. In both, the social and emotional needs of students are increasingly important in the curriculum and instruction in schools at all ages, according to those who talked with me. Throughout all of the travels this fall, I wonder how much my research fails to represent the complexity and breadth of the countries I have visited. In the spring, it is my intention to visit as many countries (7) and on 2 more continents, at least. I hope that what I am learning translates well into a work that is of benefit to many who seek to learn as I do.
The Chilean sights were a lovely ending to the year. And having presentations at the two universities (one public and one private) allowed Anne and I to hear about the international concerns and how Adelphi might collaborate with those in other nations. More to come!
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| Faculty from various universities at University of Valparaiso, Chile |
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| Presenting on psychology and art to students |
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| The students of Universidad of del Desarrollo...and Dr. Mungai! |
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| Their School of Education |
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| The foothills of the Andes by the University in Santiago |
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| Valparaiso--and the Pacific Ocean |
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| Funicular in Valparaiso! |
Santiago struck me as being like Los Angeles in the rolling hills, palm trees, extensive real estate and smog; Valparaiso was like San Francisco in being a series of higher hills with artsy, bohemian settings with the deep blue of the Pacific Ocean surrounding it. It was hot in December with reminders of the holiday season all around us! The food in Chile was outstanding. Fish and empanadas were favorites!
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| Grafitti as art in Valparaiso! |
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| Santa Lucia in Santiago--filled with gardens! |
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| Holiday cheer in downtown Santiago! |
Chile has had waves of migration over the past two centuries from a wide range of countries--most particularly, Italy and Croatia, but other parts of Europe, the Middle East (Lebanon, for example) and Africa. Chile was part of the slave trade to South and North America. The indigenous people (a term I learned was disliked by many as a politically-correct Western characterization) are composed of several groups, but largely Mapuche, composed of several groups in both Chile and parts of Argentina. In recent years, the diversity of Chile's people--combined with new immigrants from Asia and other parts of Latin America--has become a central educational focus.
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| Dancers of the Desert (Mapuche Exhibit in Santiago) |
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| Archbishop Statue--Santa Lucia |
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| Santiago Inner Shopping Mall |
When we were there, Chile was about to elect its new President. The years since dictatorship of Pinochet (from 1973 to 1990) have been ones of growth and relative stability for Chile, even though there has been a pendulum swing between conservative and liberal leaders. This election in 2017 was marked (as in our own country) by a hugely divided electorate with extreme "left" and "right" candidates. Many expressed concern that the result could be political and social turmoil. An interesting aspect of Chilean political history was that voting was a requirement for all citizens in the past; now, it's a choice and many wonder how the election turnout might affect the outcome.
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| Near Museum of Memory and Human Rights (Post-Dictatorship) |
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| A typical scene in Providencia, Chile |
One of the important parts of the election has been the reform of education in the country which has been struggling with improving its public schools for years. As one source said, Chile has one of the highest literacy rates in South America now, but it does not mean that the quality of public education is what it should be.
The disparities have led the current administration to support more higher education access but not necessarily the lower grades. There is a policy document that has been in effect since 2015 on inclusion with sweeping changes in public school access that must be articulated with a proposed set of new curriculum standards, connected to the outcome of the current election. The gap between public and private education occurs at the higher education level with public institutions have free tuition and private institutions struggling to meet enrollment and operating costs. The institutions had a choice about whether they would become public or private and those that chose to become public are struggling with economic issues, as well. The liberal stance of the current government has focused more on social justice and access to all rather than the economic viability of the educational system.
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| A public high school in Providencia, Santiago |
My work on trust has appeared to strike a chord, both in Chile and in Argentina. In both, the social and emotional needs of students are increasingly important in the curriculum and instruction in schools at all ages, according to those who talked with me. Throughout all of the travels this fall, I wonder how much my research fails to represent the complexity and breadth of the countries I have visited. In the spring, it is my intention to visit as many countries (7) and on 2 more continents, at least. I hope that what I am learning translates well into a work that is of benefit to many who seek to learn as I do.
The Chilean sights were a lovely ending to the year. And having presentations at the two universities (one public and one private) allowed Anne and I to hear about the international concerns and how Adelphi might collaborate with those in other nations. More to come!
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| A HOLIDAY POINSETTIA!! |
This comment has been removed by the author.
ReplyDeleteAdelphi's possible collaboration with those in other nations made me notice something. .Their school of Education looks a little like Adelphi's Hagedorn from the outside, except grass instead of a cement walkway. Just a random interesting observation...
ReplyDeleteThe University is on beautiful grounds next to the Andes foothills and has vast room to expand. All of the buildings were relatively new, built within the past 10 years.
DeleteHow are the arts treated?
ReplyDeleteEducation is compulsory through age 18 since 2003 in Chile, and the arts are a core subject, required for all students through the first two years of secondary school. Music and art are both options for specialization for students and interestingly, music is integrated into the curriculum through most levels of schooling. The arts are often integrated with humanities/writing teaching in schools, and Chileans are quite proud of the works of Pablo Neruda and Isabel Allende. There is a strong emphasis on Mapuche art and music in schools, as well.
Delete