ABSTRACT

The school system is permeated by systems of social exclusion and discrimination in ways that are usually invisible. This neglected symbolic violence reproduced in our educational system reflects some weak points within the Catalan intercultural paradigm, which lead to the reproduction of systemic violence to many young racialized people. Educational regimes which prioritize the adult agenda and the curriculum, urge teachers to impose control and directionality. In this circumstance, students’ acts and statements may be seen as merely disruptive, and hence their voice is delegitimized. The educational system, thus, fails in its duty to provide these young learners with the space to explore themselves and to foster self-reflection of their histories, interests and knowledges. In response to this perception, we developed “Who am I?”, an educational program based on Funds of Identity to enact self-exploration through art creation. Two secondary classrooms participated in this program. The results reflect dialogic events in which students talk about daily violence, their strategies to resist it, cultural negotiation and identity-construction processes. By means of a narrative-based analysis, we provide both a critical revision of our intercultural educational system and an enrichment to the Funds of Identity framework through the subjectivity theory lenses.

摘要

学校系统充斥着社会排斥和歧视的系统，这些系统通常是隐形的。这种被忽视的象征性暴力在我们的教育系统中再现，反映了加泰罗尼亚跨文化范式中的一些弱点，这些弱点导致许多年轻的种族化人群再现系统性暴力。优先考虑成人议程和课程的教育制度敦促教师施加控制和方向。在这种情况下，学生的行为和言论可能仅被视为具有破坏性，因此他们的声音被非法化。因此，教育系统未能为这些年轻的学习者提供探索自我和培养他们对历史、兴趣和知识进行自我反思的空间。针对这种看法，我们开发了“我是谁？”，一个基于身份基金的教育计划，通过艺术创作进行自我探索。两个中学教室参加了这个计划。结果反映了学生谈论日常暴力、他们抵制暴力的策略、文化谈判和身份建构过程的对话事件。通过基于叙事的分析，我们对跨文化教育体系进行了批判性修订，并通过主体性理论的视角对身份基金框架进行了充实。