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Intercultural Education in Chile
(Englisch)
Experiences, Peoples, and Territories

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Produktbeschreibung

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.


Table of contents

1.       Introduction..................................................................11

Ernesto Treviño, Cristóbal Villalobos, and Liliana Morawietz

2.       Intercultural Education in Chile: A Discussion Map................17

Liliana Morawietz, Ernesto Treviño, and Cristóbal Villalobos

Part I     Intercultural Education Policies in Chile: Context, Perspectives, and Evidence          

3.       Learning Inequalities Between Indigenous and Non-Indigenous Children: The Bridge Between School and Families to Promote Quality........................................................................29

Ernesto Treviño, Esteban Villalobos, and Felipe Godoy

4.       The Educational and Language Policy Demands of the Indigenous Peoples of Chile: A View From the Perspective of Linguistic Rights..........................................................................59

Elisa Loncón

5.       Segregation of Indigenous Students in the Chilean School System..............................................................................77

Ernesto Treviño, Juan Pablo Valenzuela, and Cristóbal Villalobos

6.       Reflections on Intercultural Education in Chile and the Worldview of Indigenous Peoples.....................................................100

Ximena Martinez

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).....................................................126

Carlos Mondaca, Yeliza Gajardo, and Wilson Muñoz

8.       The Rapa Nui Language Among High School Students on Easter Island: Level of Self-Reported Proficiency in Relation to School and Ethnic Variables...........................................................142

Javier Corvalán and Sara Joiko

9.       Education, Indigenous Peoples, and Interculturality from Rapa Nui / Ka Ma'a Te Mau O Te Kãi a..........................................161

María Virginia Haoa, Paulina Torres, and Camila Zurob

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)...............191

Pilar Peña-Rincón, Hilbert Blanco-Álvarez, and Armando Aroca-Araujo

11.    Intercultural Mathematical Education: Proposals and Projections From the Mapuche People...............................................220

Anahí Huencho, Francisco Rojas, and Andrew Webb

12.    Crafts of the Earth: Dialogue of Knowledge in Intercultural Environmental Education......................................................242

Guillermo Williamson and Isolde Pérez

 



Ernesto Treviño, Doctor of Education from Harvard University and Master of Education from the same university. He is currently an associate professor at the Faculty of Education of Pontificia Universidad Católica de Chile and Director of the UC Center for Educational Transformation (CENTRE-UC). He is Principal Researcher at the Center for Advanced Studies on Educational Justice (CJE) and Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His research has focused on analyzing educational inequalities, particularly at the intersection between educational policies and school and classroom practices.

Liliana Morawietz, Social Anthropologist from Universidad de Chile and Master of Oral History from Columbia University (NY). She is a research assistant at the Center for Advanced Research in Education at Universidad de Chile and at the Global Education Innovation Initiative (Harvard University). Her work is aimed at expanding the analysis of factors that influence school efficacy and improvement, as well as aspects such as the development of transversal skills, educational inclusion, and the integration of school communities.

Cristobal Villalobos, Doctor of Social Sciences from Universidad de Chile and Master of Applied Economics from Universidad Alberto Hurtado and Georgetown University. He is also a sociologist and social worker from Pontificia Universidad Católica de Chile. He is currently an Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His lines of research have focused on the study of educational quality and equity policies, particularly centered on processes of segregation and inclusion.

Esteban Villalobos, Sociologist from Universidad de Chile and Master of Urban Development from Pontificia Universidad Católica de Chile. He is currently a doctoral candidate in Comparative Education Policy at the State University of New York at Albany and a consultant to the Dominican Ministry of Education on the results of UNESCO's Third Regional Comparative and Explanatory Study (TERCE). He has worked as a researcher at the Center for Comparative Education Policy at Universidad Diego Portales, focusing on early childhood and educational inequalities from an intercultural perspective. He is currently conducting his doctoral studies, analyzing the geography of educational opportunities in Latin America.