Unfulfilled promises of equity: racism and interculturalism in Chilean education

In rural Araucanía secondary schools, prescriptive and formal government programmes for interculturalism – designed to overcome differentials between Indigenous and non-Indigenous pupils in educational outcomes – have had limited impact. Drawing on research across four schools, this article examines how the dynamics between state-led top-down prescriptive guidelines interface with teacher practice, school objectives, and existing racializing dynamics to produce diverse educational outcomes. Drawing on in-depth qualitative research involving over 100 pupils and teachers, this article identifies two key in-school processes that work to undercut official policy effectiveness. First, state policies do little to challenge staff and institutionalized racism, thereby perpetuating the marking of Indigenous pupils as Other. Combined with lack of political will and resources for teacher training and lesson preparation, this leaves educational inequalities in place. Second, the institutional allocation of time and resources to intercultural education reinforces widespread devaluation of indigenous knowledge among teachers, educators and public opinion. Nevertheless, the study also found that in certain schools these conditions did not prevent the adoption of pedagogies that affirmed Indigenous difference and challenged the dominance of whiteness. Informed by a critical theorisation of the power and unmarked nature of racial inequality, this article argues that whiteness is neither recognised nor challenged in rural secondary schools in southern Chile, despite its ubiquity and pervasive influence on curriculum, pedagogies and institutional arrangements.The authors gratefully acknowledge the Economic and Social Research Council (ESRC UK) research grant (RES-062-23-3168) which funded the research documented here.This is the final version of the article. It first appeared from Taylor & Francis via http://dx.doi.org/10.1080/13613324.2015.109517

Whitened Geographies and Education Inequalities in Southern Chile

In this paper we draw on critical geographies and sociologies of race and education to explore ways in which the meanings and conducts of whiteness are reproduced in and through Chilean secondary education in an indigenous-majority area. We focus on links between socio-economic, geographical and racial criteria to understand how the privileges of whiteness are naturalised in the region’s educational provision and among Mapuche indigenous pupils. Although socio-economic inequalities are widely recognised to structure inequality between young people in Chile, we highlight the pervasiveness and unmarked nature of whiteness in the educational system in relation to the socio-spatial segregation of Mapuche pupils, secondary teachers’ attitudes, and young peoples’ self-positioning in the nation. These combine to marginalise and disempower Mapuche populations across the landscape of rural secondary schools in the Araucanía region of Chile.This work was supported by the Economic and Social Research Council [grant number RES-062- 23-3168].This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Intercultural Studies on 3 March 2015, available online: http://wwww.tandfonline.com/10.1080/07256868.2015.1008433

Indigenous citizens in the making: civic belonging and racialized schooling in Chile

This paper explores expressions of sociocultural and political subjectivity among indigenous youth located within four secondary boarding schools in the Araucanía Region of Chile. For rural indigenous students, these schools are a primary site in which they come to gain a sense of themselves as members of civil society and as future citizens. Drawing on young peoples’ experiences in boarding facilities and expressions regarding sociopolitical positioning, we analyse the ways Mapuche youth engage with the racially and class-inflected hierarchies of inequality present in the school, the region and beyond. Within these school spaces, little intellectual space afforded young people to consider how civic inclusion can be renegotiated in relation to indigenous identifications. Nevertheless, the young people demonstrate a capacity to engage critically with national discourses from media and schooling. Whilst not widely engaged in politicized youth activism, the pupils demonstrated agency by positioning themselves critically in quotidian and negotiated re-workings of the meaning of citizenship.This work was supported by the Economic and Social Research Council [grant number RES-062-23-3168]This is the accepted manuscript. The final version is available at http://dx.doi.org/10.1080/13562576.2015.105696

Two-photon excitation and relaxation of the 3d-4d resonance in atomic Kr

Two-photon excitation of a single-photon forbidden Auger resonance has been observed and investigated using the intense extreme ultraviolet radiation from the free electron laser in Hamburg. At the wavelength 26.9 nm (46 eV) two photons promoted a 3d core electron to the outer 4d shell. The subsequent Auger decay, as well as several nonlinear above threshold ionization processes, were studied by electron spectroscopy. The experimental data are in excellent agreement with theoretical predictions and analysis of the underlying multiphoton processes

SU(N) Coherent States and Irreducible Schwinger Bosons

We exploit the SU(N) irreducible Schwinger boson to construct SU(N) coherent states. This construction of SU(N) coherent state is analogous to the construction of the simplest Heisenberg-Weyl coherent states. The coherent states belonging to irreducible representations of SU(N) are labeled by the eigenvalues of the $(N-1)$ SU(N) Casimir operators and are characterized by $(N-1)$ complex orthonormal vectors describing the SU(N) group manifold.Comment: 12 pages, 3 figure

Developing a Pedagogical Framework for Designing a Multisensory Serious Gaming Environment

The importance of multisensory interaction for learning has increased with improved understanding of children’s sensory development, and a flourishing interest in embodied cognition. The potential to foster new forms of multisensory interaction through various sensor, mobile and haptic technologies is promising in providing new ways for young children to engage with key mathematical concepts. However, designing effective learning environments for real world classrooms is challenging, and requires a pedagogically, rather than technologically, driven approach to design. This paper describes initial work underpinning the development of a pedagogical framework, intended to inform the design of a multisensory serious gaming environment. It identifies the theoretical basis of the framework, illustrates how this informs teaching strategies, and outlines key technology research driven perspectives and considerations important for informing design. An initial table mapping mathematical concepts to design, a framework of considerations for design, and a process model of how the framework will continue to be developed across the design process are provided

Coherent pairing states for the Hubbard model

We consider the Hubbard model and its extensions on bipartite lattices. We define a dynamical group based on the $\eta$-pairing operators introduced by C.N.Yang, and define coherent pairing states, which are combinations of eigenfunctions of $\eta$-operators. These states permit exact calculations of numerous physical properties of the system, including energy, various fluctuations and correlation functions, including pairing ODLRO to all orders. This approach is complementary to BCS, in that these are superconducting coherent states associated with the exact model, although they are not eigenstates of the Hamiltonian.Comment: 5 pages, RevTe

Coherent States with SU(N) Charges

We define coherent states carrying SU(N) charges by exploiting generalized Schwinger boson representation of SU(N) Lie algebra. These coherent states are defined on $2 (2^{N - 1} - 1)$ complex planes. They satisfy continuity property and provide resolution of identity. We also exploit this technique to construct the corresponding non-linear SU(N) coherent states.Comment: 18 pages, LaTex, no figure

Commensurate anisotropic oscillator, SU(2) coherent states and the classical limit

We demonstrate a formally exact quantum-classical correspondence between the stationary coherent states associated with the commensurate anisotropic two-dimensional harmonic oscillator and the classical Lissajous orbits. Our derivation draws upon earlier work of Louck et al [1973 \textit {J. Math. Phys.} \textbf {14} 692] wherein they have provided a non-bijective canonical transformation that maps, within a degenerate eigenspace, the commensurate anisotropic oscillator on to the isotropic oscillator. This mapping leads, in a natural manner, to a Schwinger realization of SU(2) in terms of the canonically transformed creation and annihilation operators. Through the corresponding coherent states built over a degenerate eigenspace, we directly effect the classical limit via the expectation values of the underlying generators. Our work completely accounts for the fact that the SU(2) coherent state in general corresponds to an ensemble of Lissajous orbits.Comment: 11 pages, Latex2e, iopart.cls, replaced with published versio

The use of history to identify anterior cruciate ligament injuries in the acute trauma setting: the 'LIMP index'

YesObjective To identify the injury history features reported by patients with ACL injuries and determine whether history may be used to identify patients requiring follow-up appointments from acute trauma services. Multi-site cross-sectional service evaluation using a survey questionnaire design conducted in the UK. The four injury history features investigated (LIMP) were ‘Leg giving way at the time of injury’, ‘Inability to continue activity immediately following injury’, ‘Marked effusion’ and ‘Pop (heard or felt) at the time of injury’. 194 patients with ACL injury were identified of which 165 (85.5%) attended an acute trauma service. Data on delay was available for 163 (98.8%) of these patients of which 120 (73.6%) had a follow-up appointment arranged. Patients who had a follow-up appointment arranged waited significantly less time for a correct diagnosis (geometric mean 29 vs 198 days; p<0.001) and to see a specialist consultant (geometric mean 61 vs 328 days; p<0.001). Using a referral threshold of any 2 of the 4 LIMP injury history features investigated, 95.8% of patients would have had a follow-up appointment arranged. Findings support the value of questioning patients on specific injury history features in identifying patients who may have suffered ACL injury. Using a threshold of 2 or more of the 4 LIMP history features investigated would have reduced the percentage of patients inappropriately discharged by 22.2%. Evidence presented suggests that this would significantly reduce the time to diagnosis and specialist consultation minimising the chance of secondary complications