Affirmative actions in terms of special rights: Confronting structural violence in Brazilian higher education

G. H. G. Silva, Ole Skovsmose

Research output: Contribution to journalJournal articleResearchpeer-review

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.
Original languageEnglish
JournalPower and Education
ISSN1757-7438
DOIs
Publication statusAccepted/In press - 2019

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structural violence
affirmative action
education
technical language
Group
social justice
discrimination
student
interpretation
discourse

Keywords

  • affirmative actions
  • higher education
  • structural violence
  • special rights
  • educational specificity
  • critical mathematics education

Cite this

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title = "Affirmative actions in terms of special rights: Confronting structural violence in Brazilian higher education",
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.",
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Affirmative actions in terms of special rights : Confronting structural violence in Brazilian higher education. / Silva, G. H. G.; Skovsmose, Ole.

In: Power and Education, 2019.

Research output: Contribution to journalJournal articleResearchpeer-review

TY - JOUR

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T2 - Confronting structural violence in Brazilian higher education

AU - Silva, G. H. G.

AU - Skovsmose, Ole

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N2 - 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.

AB - 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.

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KW - special rights

KW - educational specificity

KW - critical mathematics education

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