Classifying the indigenous child in Bogotá: between local practices and affirmative action policies in Bogotá
Abstract
This proposal aims to present some tensions and contradictions about the relationship between global policies discourses and local interpretations regarding indigenous children and childcare in Bogotá. Through the study of public policies and a Combined Methodology (video observation, interviews with policy makers, parents and professionals) in three Casas de Pensamiento Indígena (CPI), we tried to understand the idea of a ‘positive discrimination’ approach. Through four portraits of children, two in CPIs and two in conventional ECEC, it is highlighted how children face an institutional scenario, designed by classification policies, that requires them to perform (Butler 2011) an institutional indigeneity. This means that they are continually enacting authenticity or indigeneity and using it as a means to secure their rights and protect their cultural identity. The question is which cultural identity they are defending: the one institutionalised by others? In thinking about ethnicity, Rancière’s (1998) notion of edges helps to theorise and question the idea of diversity as a means of limiting and differentiating oneself. Where does the indigenous category begin and the category of children end? Where does the institutional script begin and the family discourse end? The first results show affirmative action as a means of intensifying social inequality, or at least of reproducing inequality at another level under another name.
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