An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun

Moya-Santiagos, Paulina; Quiroga-Curín, Javiera

doi:10.14324/lre.20.1.10

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…However, the lack of support for traditional educators and the decontextualized curriculum have limited their positive impact. These bilingual programs do not decrease differences and conflict between native peoples’ languages and Chilean mainstream culture ( Santiagos and Quiroga-Curín, 2022 ). Another criticism is that a new “color blind” and “color dumb” racism is embedded in educational systems—and reproduced by teachers and peers in schools.…”

Section: Discussionmentioning

confidence: 99%

Dual educational rationality and acculturation in Mapuche people in Chile

et al. 2023

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Even though Mapuche people represent the largest indigenous population in Chile, the “logic of double rationality” in their educational knowledge and its link with acculturation dynamics, has been scarcely studied. The aim of this study was to explore the relationships between the attitudes toward school education and the acculturation orientations of 468 Mapuche people, with ages from 17 to 53 years (M = 16.19; SD = 7.0). Participants were students of secondary schools and universities from urban and rural areas of different regions of Chile. Results showed that most of the participants presented a bicultural orientation (39.4%), followed by a group of segregated or ethnic identity profile (23.5%), while those who preferred assimilation (17.5%), and marginalization (20.7%) represented a minority. Results indicated that people identified as bicultural scored higher in the components of dual Mapuche/ Chilean Mestizo educational rationality than the other acculturation profiles. Also, the fluency in speaking Mapuche language was positively associated with the perception of cultural differences in knowledge and education between Mapuche and Chilean culture, the evaluation of the teaching of Mapuche culture, the perception of school as a factor of assimilation, the valuation of bicultural practices, and the justification of double rationality. Findings’ contributions to the development of pertinent educational practices in contexts of social and cultural diversity are discussed.

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Section: Discussionmentioning

confidence: 99%

Dual educational rationality and acculturation in Mapuche people in Chile

et al. 2023

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Decolonising the school curriculum: a special feature

2023

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Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

Baeza,

Anderson,

White

2023

AJIE

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The issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their children are receiving or how to incorporate their traditional knowledge inside the classroom. This paper shares such a study and explores the views of Indigenous people living in rural communities of the Atacama Desert of Chile. Views are shared about the needs of their children and that of teacher education. Using a decolonising rights-based methodology, the study aimed to highlight the voices of Atacameños people, who talked about their relationship with schoolteachers, their role in supporting schools and the role of the traditional educator. Findings suggest that even though Indigenous community members perceived their engagement as key in incorporating local knowledge inside the classroom, they realised they are not actively participating in school organisation. There is also a perception that the role of the traditional educator needs to be valued more because they are crucial for reducing the gap between the Indigenous community and local schools.

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An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun

Cited by 3 publications

References 26 publications

Dual educational rationality and acculturation in Mapuche people in Chile

Dual educational rationality and acculturation in Mapuche people in Chile

Decolonising the school curriculum: a special feature

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

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