The experience of citizenship in a segregated school system: Curricular experiences in citizenship of young people who studied in Chilean schools of different dependencies and modalities

Abstract

This paper presents the results of a qualitative research with a biographical approach that delved into the curricular experiences in citizenship of young people who completed their secondary education in Chile, within schools of different dependencies and modalities, in different socioeconomic contexts, and during a period of important student mobilizations (2015-2020). To document these experiences, five workshops were held to exchange curricular experiences in citizenship, one for each dependency (public, private-subsidized, and private schools) and modality (oriented to work and higher education). A total of 56 young people between the ages of 20 and 25 participated in these workshops. The information produced was analyzed through a collaborative analysis of qualitative data to describe and compare the curricular experiences in citizenship of those who graduated from these different types of schools. The results show that different types of establishments promote different types of citizenship with different conceptions of citizenship and its exercise. These differences are related to socioeconomic and ideological elements.