A proposal from the special income through equity quotas in the psychology department, access to our university and faculty and visibility had been discussed so far this year. The proposal, consisting of an over-quota for students from the three lowest income quintiles who have completed the last four years in a municipal school and obtain at least 600 points required by college for admission, was approved by the faculty council during the winter break, with the resolution of the same psychology majors expand their enrollment in 30 places for 2010 entry, 20 of these allocations of equity and 10 quotas Academic Excellence Scholarship (BEA). In that instance it was agreed that other races have at least 2 faculty equity quotas from 2010 onwards. However, quotas were rejected by steering equity, arguing that conflict with the internal rules of the university, without specifying that regulations or because there is this contradiction causes. At the moment it would be processed an agreement with municipalities in the metropolitan area to make possible a temporary income for this year.
In this becoming bureaucratic, students have adopted a passive attitude toward the problem of access to the University, limited only to assist and observe the development of the proposal of the psychology department. Problematization and the initiative taken by some scholars of the psychology department led by its director, the rest of the faculty so far has seen the issue as a matter of authorities and stakeholders involved.
The proposal of the department of psychology can be seen as a breakthrough, but it is important to keep in mind that it is an isolated measure comes only partly compensate for the commercialization and gentrification of higher education. Therefore, we can not pretend that the choice before us is installed as a real solution to the problem of access, although it is impossible to deny that is a concrete contribution to permit the admission of students who are currently excluded unfairly our university.
is why we must also consider the proposed equity quotas as an opportunity as students to discuss the problem of access, so that in the near future be able to develop our own proposal to be representative of our aspirations and solve definitely the social exclusion of higher education. Therefore, we should be able to take the discussion beyond the quota of equity, meaning that the discussion and the action starts here.
know that this problem is bigger and deeper than the increase in quotas in Psychology, larger than our power and our University, is a structural problem: inequality. We know that the PSU DISCRIMINATE by socioeconomic status and not by personal merit and would have us believe that a person with less than 600 points can not even apply for University of Chile. We know that unequal access to college is just a reflection of the inequities of our educational system and we know that this inequality is held by a company every year widens the gap between rich and poor.
know all this and yet many of us and our partners do not mind and it seems natural. Respond, perhaps without thinking about its implications, the discourse of academic excellence of this university. Paradoxically we pride when scores of closures increase our career. Thus the excellency becomes a fetish that often makes us forget the mission and vocation "public" any once had our university, at least one level of discourse. Respond to this speech without asking whether we really want to make education better for everyone and not just for a small privileged group. If you only want the elite to democratize, to be made a little more "diverse," as our president, our choice will be content with compensatory measures such as quotas for equity. If instead we want to challenge the discourse and practice of inequality in our education and our country, we must put aside this excellent when this is established as a segregationist discourse, arrogant and functional model, which transforms us into an uncritical group and gray which is transferred to the character of the disciplines studied and built. In short, excellence must be given at a university that provides its students and the country, not the socioeconomic status of those who enter it.
No scholarship, no quota and no special income equity can be broken with the gentrification of Chile as long as the requirement of 600 points to apply. That is why our horizon is equal access. Bet for them is vital to further discussion regarding access, involving the current proposals and preliminary fair-quota-seeking solutions that would jeopardize the structural inequality that affects the higher education system. In this sense, it is important to understand that the compensatory measures or wrongly called "positive discrimination" are more gimmicky than effective because they do not question the logic of a system under a false ideology of meritocracy reproduces relations of domination and exclusion across our entire society.
why it is so important that as students we can get the discussion on access to deepen and play in the other races of the faculty, we are able to generate proposals that effectively address the problem of social exclusion, and above all that we able to fly the banner of struggle the deselitización of our university so that our views are not in the air or get lost in the proceedings of a conference. Questions
Quality and Equity "are mutually exclusive terms?
Are the necessary compensatory measures or cash equal access?
How do we build a way to access to higher education that does not reproduce the inequalities of our society? Who should be able to go to college?
why the form of access to higher education has remained intact so far? Do we accept the current social nature of college access and mechanisms underpinning?
does the Access is an area of \u200b\u200bdispute and fighting since the students to move towards social transformation?
Do students "compete" on equal terms in the PSU or is it a tool of social discrimination?
Is it possible to solve the problem of access to higher education without addressing the educational disparities that exist in primary and secondary education?
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