This book examines the status of intercultural education in Chile. It does this through three axes: the first is multidisciplinary, including historical, anthropological, sociological, and pedagogical, to account for varied aspects of the Chilean intercultural education. The second is the consideration of multiple indigenous peoples, analyzing students’ groups or indigenous peoples, such as the Rapa Nui, Aymara, or Mapuche. Finally, the book has a multilevel perspective that recognizes that educational policy involves different actors, from the central government to local communities.
The book incorporates study material enriched with the experience and analysis of different perspectives and methodologies of its authors, being useful for understanding intercultural education in the country. It is a versatile resource for understanding this topic, as well as a support for the development of programs and policies.
Translation from the Spanish language edition: Educación Intercultural en Chile. Experiencias, pueblos y territorios by Ernesto Treviño, et al., © Ediciones UC 2017. Published by Ediciones UC. All Rights Reserved.
Author(s): Ernesto Treviño, Liliana Morawietz, Cristóbal Villalobos, Esteban Villalobos
Publisher: Springer-EUC
Year: 2023
Language: English
Pages: 249
City: Santiago
Acknowledgments
Prologue
Contents
Editors and Contributors
1 Introduction
References
2 Intercultural Education in Chile: A Discussion Map
2.1 Introduction
2.2 Recent History of EIB
2.3 Major Contributions
2.4 Conceptual Criteria
2.5 Conclusions
References
Part I Intercultural Education Policies in Chile: Context, Perspectives, and Evidence
3 Learning Inequalities Between Indigenous and Non-indigenous Children in Latin America: The Bridge Between School and Families to Promote Quality
3.1 Introduction
3.2 Cultural Diversity: Languages and Territories
3.3 Explanatory Factors and School Effectiveness in Latin America
3.4 Methodology
3.5 Family and School Variables: A First Look at the Differences Between Indigenous and Non-indigenous Children Based on SERCE Data
3.6 Educational Results in Third Grade of Elementary School
3.7 Educational Results in Sixth Grade of Elementary School
3.8 Conclusions
References
4 The Educational and Language Policy Demands of the Indigenous Peoples of Chile: A View From the Perspective of Linguistic Rights
4.1 Introduction
4.1.1 Language Policy
4.1.2 Intercultural Bilingual Education
4.1.3 The State of Play—The Problem
4.2 Cultural-Political Linguistic Resistance
4.2.1 Proposed Bill for the Educational and Linguistic Rights of the Indigenous Peoples of Chile
4.2.2 The Educational Demands
4.3 Strengths, Progress, Problems, and Perspectives
4.3.1 Strengths
4.3.2 Weaknesses
4.3.3 Challenges
4.4 Conclusions
References
5 Segregation of Indigenous Students in the Chilean School System
5.1 Introduction
5.2 Literature Review
5.2.1 School Segregation
5.2.2 Causes, Effects, Magnitude, and Context of School Segregation in Chile
5.2.3 Data on Indigenous Segregation in Chile
5.3 Data
5.4 Method
5.5 Results
5.6 Conclusions
Annexes
References
6 Reflections on Intercultural Education in Chile and the Worldview of Indigenous Peoples
6.1 Introduction
6.2 Clarifications on the Definition of Intercultural Education and its Decolonizing Purpose
6.3 Otherness: Between Assimilation and Folklorization
6.4 A Brief History of the EIB in Chile
6.5 Conclusions
References
Part II Development of Indigenous Peoples: History and Particularities
7 Intercultural Bilingual Education Among the Aymara People of Northern Chile: Approaches and Historical Dynamics in Its Implementation (1994–2014)
7.1 Introduction
7.2 Education in Aymara Areas of Northern Chile. Historical Review
7.3 State Policy and Institutional Action on EIB in Border Areas
7.4 Implementation of EIB Through Institutions and Indigenous Communities
7.5 EIB and the Language of the Chilean Aymara: An Educational Model in Difficulty
7.6 Conclusions
References
8 The Rapa Nui Language Among Secondary School Students on Easter Island: Level of Self-Reported Proficiency in Relation to School and Ethnic Variables
8.1 Introduction
8.2 Historical-Conceptual Background
8.3 The Research Conducted
8.3.1 Study Questions
8.3.2 Methodology
8.3.3 Characteristics of the Students Surveyed
8.4 Results
8.4.1 Self-Reported Level of Rapa Nui Language Proficiency
8.4.2 Main Language in the Students’ Home
8.4.3 Language Proficiency Index According to Ethnic and School Variables
8.5 Conclusions
References
9 Education, Indigenous Peoples, and Interculturality in Chile / Ka Ma’a Te Mau O Te Kãiŋa
9.1 Introduction
9.2 Reconstructing History in Order to Recount It: A Hundred Years After María Aŋata
9.3 Interculturality in the World’s Most Remote School
9.4 Opening up Spaces in Formal Education for Revitalization of the Rapa Nui Language
9.5 Community Appreciation and Validation: Effects of Curriculum Standardization and Other Challenges for the Rapa Nui Language Immersion Program
9.6 Conclusions
References
Part III Teaching Processes in Intercultural Spaces: Communities, Learning, and Cultures
10 Incorporating Indigenous Mathematical Knowledge into the Education Systems of Colombia and Chile (1990–2013)
10.1 Introduction
10.2 Intercultural Education and Indigenous Mathematical Knowledge
10.2.1 Education for Sociocultural Diversity: Recognizing Own Knowledge
10.2.2 The Platonic Perspective
10.2.3 The Sociocultural Perspective
10.2.4 Ethnomathematics
10.2.5 Indigenous Mathematical Knowledge
10.3 Legal and Administrative Institutions That Contextualize the Teaching of Mathematics to Indigenous Peoples
10.3.1 Colombian Legislation Paves the Way for Ethnoeducation
10.3.2 The Mathematics of the Indigenous Peoples in Ethnoeducation
10.3.3 Intercultural Education in Chilean Legislation
10.3.4 Mathematics in Intercultural Education
10.3.5 Comparative Analysis Between the Chilean and Colombian Education Systems with Regard to Intercultural Education in 1990–2013
10.4 Intercultural Education Schools Incorporating Indigenous Mathematical Knowledge in Colombia and Chile
10.4.1 Characterization of Educational Institutions That Incorporate Indigenous Mathematical Knowledge in Colombia
10.4.2 Characterization of Educational Institutions That Incorporate Mathematical Knowledge of Indigenous Peoples in Chile
10.5 Final Reflections: Progress and Challenges in Incorporating Indigenous Mathematical Knowledge and Practices into the Education Systems of Both Countries
References
11 Intercultural Mathematics Education: Proposals and Projections from the Mapuche People
11.1 Introduction
11.2 The Mathematics Learning Gap in Chile’s Indigenous Population
11.3 School Mathematical Activity From a Sociocultural Perspective
11.4 Cultural Relevance in Processes of Mathematization
11.5 Educational Proposal Relevant to the Mapuche People in Mathematics
11.5.1 Mapuche Sociocultural Project in Mathematics (PSMM)
11.6 Challenges and Projections for the Development of Better Mathematical Learning Opportunities in Chile
11.7 Conclusions
References
12 Crafts of the Earth: Dialogue of Knowledge in Intercultural Environmental Education
12.1 Introduction
12.2 Moving Towards a Proposal of Intercultural Environmental Education
12.2.1 The Context of Intercultural Environmental Education
12.2.2 Differentiated Cultures
12.2.3 Representatives of Craft, Knowledge, and Identity
12.2.4 The Research Proposal: Crafts of the Earth, Intercultural Dialogue in the Territories
12.2.5 Purposes, Premises, and Objectives of the Intervention
12.2.6 SAC Methodology
12.2.7 Learning from the SAC Experience
12.2.8 Intercultural Environmental Education as an Educational Paradigm
12.3 The Methodological Proposal for the Integration of the Crafts as a Learning Strategy
12.3.1 Fundamental Values of the Methodological Proposal
12.3.2 Phases to be Considered in Teaching a Traditional Craft Based on an Intercultural Environmental Paradigm
12.4 Conclusions
References
