Affirmative Actions in Terms of Special Rights: Confronting Structural Violence in Brazilian Higher Education

Autor/inn/en	da Silva, Guilherme Henrique Gomes; Skovsmose, Ole
Titel	Affirmative Actions in Terms of Special Rights: Confronting Structural Violence in Brazilian Higher Education
Quelle	In: Power and Education, 11 (2019) 2, S.204-220 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Silva, Guilherme Henrique Gomes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1757-7438
DOI	10.1177/1757743819837682
Schlagwörter	Higher Education; Affirmative Action; Access to Education; Special Needs Students; Civil Rights; Language Usage; Social Justice; Guidelines; Foreign Countries; Mathematics Education; Racial Differences; Ethnicity; Racial Discrimination; Educational Trends; Trend Analysis; Enrollment Trends; Educational Attainment; Postcolonialism; Violence; College Graduates; Brazil + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Sonderpädagogischer Förderbedarf; Bürgerrechte; Grundrechte; Zivilrecht; Sprachgebrauch; Soziale Gerechtigkeit; Richtlinien; Ausland; Mathematische Bildung; Rassenunterschied; Ethnizität; Racial bias; Rassismus; Bildungsentwicklung; Trendanalyse; Bildungsabschluss; Bildungsgut; Post colonialism; Postkolonialismus; Gewalt; Hochschulabsolvent; Hochschulabsolventin; Brasilien
Abstract	In this article, the authors interpret affirmative actions with reference to structural violence, which is accompanied by legitimizing discourses that tend to make discrimination appear natural and unquestionable. They illustrate the extension of structural violence in Brazilian society with particular reference to access to higher education. It has been common to talk about some groups of students as having special needs. However, the authors see groups of students suffering structural violence as being groups with special rights, and explore affirmative actions through the notion of special rights. The authors find that special-rights terminology establishes the discussion of affirmative actions in higher education in a broader and, at the same time, more profound conceptual framework related to interpretations of social justice. Simultaneously, special-rights terminology brings an educational specificity to the discussion of affirmative actions. Thus, the authors see affirmative actions as being both a general sociopolitical and specific educational challenge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01