Mapuchezugun Ka Mapuche Kimün: Confronting Colonization in Chile (Nineteenth and Twentieth Centuries)

Nahuelpán, Héctor; Antimil, Jaime; Lehman, Kathryn

doi:10.1007/978-981-10-3899-0_24

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…To meet the proposed objectives, the study verified that there are statistically significant differences in the perception of verbal and physical violence based on ancestry, with Mapuche students perceiving more violence than non-Mapuche students. Based on the theory of structural violence [9], this finding shows evidence of violence rooted in the Eurocentric colonial and monocultural matrix of the Chilean school system, which, as a tool of power, favors the submission of the Mapuche subject to the hegemonic society [80,81]. Similarly, the lack of recognition of the 'Mapuche' in the Chilean school system can be related to the studies carried out by Riquelme et al [52], Riquelme et al [53] and Halberstadt et al [54].…”

Section: Discussionmentioning

confidence: 99%

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students

Muñoz-Troncoso

Gordillo

Mella

et al. 2022

IJERPH

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The current social and political scenario in Chile has opened up the debate on two centuries of usurpation and discrimination towards the Mapuche people. Educational centers are not oblivious to the social exclusion faced by indigenous children and young people, and this forms part of the phenomenon of school violence. This study explores the differences in perception between Mapuche and non-Mapuche students regarding school violence. The issue is the lack of knowledge regarding cultural variations in the perception of school violence in spaces of social and cultural diversity in the Mapuche context. This study describes the characteristics of school violence perceived by students in relation to differences based on ancestry and characterizes the variations in perception. A total of 1404 students participated from urban schools in the city of Temuco, Chile, aged 10 to 13 (M = 11,4; SD = 1,1) who completed the CENVI questionnaire. The confirmatory factor analysis (CFA) of the total sample and categories provides indexes that fit the proposed model. The omega coefficients provide internal reliability guarantees. This study tests configural, metric and scalar invariance for all the categories exMWEplored, and statistically significant differences are found between Mapuche and non-Mapuche students in the perception of physical and verbal violence, where the Mapuche student perceives more violence. Results are discussed based on existing research on education in spaces of social and cultural diversity in the Mapuche context, with research into elements that can help explain the findings.

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Section: Discussionmentioning

confidence: 99%

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students

Muñoz-Troncoso

Gordillo

Mella

et al. 2022

IJERPH

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“…Some tensions arise between local communities and outsider teachers because of the misunderstanding by educators regarding community traditions or ways of life (Baeza, 2019a;Frawley et al, 2010;Hart et al, 2012). Moreover, in agreement with another research finding (McKinley & Smith, 2019), participants perceived that the school curriculum is far from Indigenous perspectives, which is against the maintenance of their ancient culture and contributes to homogenisation of the school system (Mendoza & Sanhueza, 2016;Nahuelpán et al, 2019). These two situations are evidence that, in order to teach in Indigenous contexts, educators need to acquire knowledge about local culture and traditions.…”

Section: Provide Training For Teachers About Local Culture Indigenous...mentioning

confidence: 82%

“…One of the most significant consequences of colonial violence in these countries was the reduction of Indigenous populations (Castro, 2005;Redmond, 2016). The region known as South America was divided into independent nations after European colonisation (Díaz & Rayas, 2019;Nahuelpán et al, 2019). The formation of these nations resulted in the separation of some Indigenous groups.…”

Section: International Contextmentioning

confidence: 99%

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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“…Primero, considerar que la educación indígena propicia el acceso al sistema de saberes y conocimientos desde el marco de su propia epistemología, a la cosmovisión y las formas propias de relación del ser humano con el medio social, cultural y espiritual (Luna et al, 2017). Es el reflejo de los mundos de vida en que históricamente se han desarrollado las personas, las formas de conocer y comprender la realidad, de representar el pasado como un marco de referencia para la vida actual y futura en una interacción entre elementos físicos y metafísicos que conforman el mundo mapuche (Nahuelpán et al, 2019;Quintriqueo, Arias-Ortega, Muñoz, Torres, Morales y Peña-Cortés, 2021). En la perspectiva de Corntassel y Hardbarger (2019), esto permitiría establecer procesos educativos que articulan el espacio y conocimiento cultural de las personas, con el contexto de vida actual, posicionando a los pueblos indígenas y sus conocimientos como vigentes en la actualidad.…”

Section: Hacia Un Proyecto Decolonial De Educación Interculturalunclassified

Educación familiar e intercultural en contexto mapuche: hacia una articulación educativa en perspectiva decolonial

Muñoz

2021

Estud. pedagóg.

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y su carácter funcionalista, como base para la construcción de un proyecto decolonial de educación intercultural en contexto mapuche. A través de una revisión literaria, se analiza la educación familiar mapuche, la educación escolar, las discontinuidades que entre ambas se establecen y cómo el carácter funcionalista de la educación intercultural propició la continuidad del proyecto colonial y el monoculturalismo del Estado en áreas mapuches. Ante esta situación, se propone la necesidad de avanzar en la construcción de un proyecto decolonial de educación intercultural que propicie la articulación entre la educación familiar y escolar. Finalmente, se sostiene que, dicho proyecto decolonial es factible al asumir un pluralismo epistemológico que sustente una nueva forma de comprender la educación en contexto indígena, que propicie el pleno desarrollo socio-educativo de las personas y abandone su labor asimilacionista.Palabras claves: educación familiar mapuche, educación intercultural, discontinuidades educativas, decolonialismo, pluralismo epistemológico.

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Mapuchezugun Ka Mapuche Kimün: Confronting Colonization in Chile (Nineteenth and Twentieth Centuries)

Cited by 4 publications

References 2 publications

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students

Perception of School Violence: Indicators of Normalization in Mapuche and Non-Mapuche Students

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

Educación familiar e intercultural en contexto mapuche: hacia una articulación educativa en perspectiva decolonial

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