Home Institution

Davidson College

Publication Date

Spring 2018

Program Name

Chile: Cultural Identity, Social Justice, and Community Development


This paper serves to investigate how centers of investigation function to alleviate issues of inequality in a community. In this particular case, opportunities, or lack there of, of quality and accessible education will be analyzed as the issue of inequality. In Chile and in the broader context of the world, many students are excluded from quality education simply because of their socio-economic status, race, ethnicity, gender, or sexual orientation. These issues of exclusion and discrimination in education are imbedded into a system that has become more about serving the wealthy instead of treating education as the right that it is. Because the makeup of the educational system has become a source of the inequality, there is no one, simple solution that can alleviate the problems over night. It is a complex issue that requires the participation of different types of actors. In order to see real change in the education system, it is not enough to only require the participation of the national government and their policies. Without other actors, like centers of investigation, it would be impossible for one government to cover all of the bases and make sure every student in every region is accounted for. Given this, it can be argued that centers of investigation play an extremely important role in alleviating issues of inequality because of their unique ability to localize their attention and resources into a select group of schools that otherwise may be overlooked by the national government.


Family, Life Course, and Society | Gender and Sexuality | Inequality and Stratification | Latin American Studies | Race and Ethnicity


Article Location