Rukmini Becerra-Lubies
Biographic Data
| ID | 664797 |
|---|---|
| NAME | Rukmini Becerra-Lubies |
| GIVEN NAMES | Rukmini |
| FAMILY NAME | Becerra-Lubies |
| SIGNATURE | BECERRA-LUBIES R |
| AFFILIATIONS | Pontificia Universidad Católica de Chile |
| ORCID | 0000-0003-1209-2988 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Transforming education for a sustainable future
In the specific context of geography and science teachers' training, socio-environmental problems, including climate change, highlight the need for professional development that facilitates the integration of social and environmental dimensions in favor of sustainability. This perspective seeks to promote wellbeing for all within planetary limits. This article addresses key questions: how has teacher education been structured to address climate c…
Continuing professional development in teachers
This research on Continuing Professional Development (CPD) was conducted through a meticulous and structured systematic review. Initially, four academic databases were explored, merging key terms in both Spanish and English, identifying 1,942 articles. After a preliminary screening, publications were discarded for various reasons: duplication, access restrictions, irrelevance, or exceeding the 10-year age limit, reducing the corpus to 722 article…
Teacher continuous professional development in climate change education
This paper explores teacher continuous professional development (CPD) in climate change education, focusing on two programs implemented in Chile. Combining a literature review with an analysis of materials produced by teachers, the study highlights the innovative approach of examining CPD programs through teacher-created materials. Teachers in both programs designed educational activities on climate change, forming the research core. Using the “I…
Territorio, escuela y conflictos socioambientales
A partir de un estudio participativo con infancias y comunidades mapuche del sur de Chile, se analiza los conflictos socioambientales, visibilizando tensiones entre ruralidad, identidad cultural y perspectivas monoculturales de educación. Desde un enfoque territorial situado e intercultural, se realizaron mapeos participativos con niños y niñas en dos escuelas rurales de la cuenca del lago Calafquén y entrevistas caminadas con agentes comunitario…
Teaching indigenous languages in early childhood
This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture and Language Educator (ELCI in Spanish) for language teaching. The analysis stems from an ethnograph…
Teaching indigenous languages in Chile
Intercultural Bilingual Education has been public policy in Chile for more than 20 years. One of its key components is the emergence of the Traditional Educator, an indigenous person with the linguistic and cultural competencies necessary for teaching an indigenous language in a school context. Hence, this research is directed towards examining the perceptions of Traditional Educators regarding the teaching of indigenous languages. The contents o…
Participation of Mapuche organizations in intercultural education for children
In the last few years, Chilean educational policies have emphasized the participation of indigenous communities in intercultural preschools. However, recent research has shown that the alliances between indigenous communities and these preschools are still weak. Thus, we focus on the perspective of Mapuche organizations – in Chile – regarding the limitations and possibilities for collaboration between their organizations and intercultural prescho…
Revitalization of indigenous languages and cultures
Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education…
Intercultural education and early childhood
Intercultural education in Chile has focused on early childhood for more than a decade. Different measures have been implemented to strength an intercultural approach in preschools. The most outstanding has been the connection of intercultural preschools with Indigenous communities. However, these educational policies have not been accompanied by adequate resources and teacher preparation, resulting in significant shortcomings in the collaboratio…
Ways of Seeing Indigenous Communities in Urban Intercultural Preschoolsin Chile
This paper aims to contribute to the emerging literature concerning Indigenous communities and preschools. It considers some tensions arising when applying the Intercultural and Bilingual Education Program to preschools without adequate prior support or preparation of educators, as in the Metropolitan Region, Chile. Here, two intercultural preschools interact with members of the Mapuche community to strengthen the education in Indigenous language…
Expansive learning in teachers’ professional development
As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Educ…
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Percepciones acerca del rol de las comunidades mapuche en un jardín intercultural bilingüe
En el marco de la educación intercultural bilingüe (EIB) en Chile y de las aproximaciones teóricas que conciben a las comunidades como centrales en los procesos de aprendizaje, el propósito de este estudio es examinar qué percepciones tienen las educadoras de un jardín intercultural bilingüe acerca del rol de las comunidades mapuche en el establecimiento y cuál es su posible impacto en los procesos de aprendizaje de las educadoras.A través de un …
Percepciones acerca del rol de las comunidades mapuche en un jardín intercultural bilingüe
En el marco de la educación intercultural bilingüe (EIB) en Chile y de las aproximaciones teóricas que conciben a las comunidades como centrales en los procesos de aprendizaje, el propósito de este estudio es examinar qué percepciones tienen las educadoras de un jardín intercultural bilingüe acerca del rol de las comunidades mapuche en el establecimiento y cuál es su posible impacto en los procesos de aprendizaje de las educadoras.A través de un …
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Percepciones acerca del rol de las comunidades mapuche en un jardín intercultural bilingüe
En el marco de la educación intercultural bilingüe (EIB) en Chile y de las aproximaciones teóricas que conciben a las comunidades como centrales en los procesos de aprendizaje, el propósito de este estudio es examinar qué percepciones tienen las educadoras de un jardín intercultural bilingüe acerca del rol de las comunidades mapuche en el establecimiento y cuál es su posible impacto en los procesos de aprendizaje de las educadoras.A través de un …
The Needs of Educators in Intercultural and Bilingual Preschools in Chile
Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous …
Expansive learning in teachers’ professional development
As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Educ…
Revitalization of indigenous languages and cultures
Public education policies governing language revitalization and the teaching of indigenous languages have been in place for more than 20 years in Chile. In this journey, there has been considerable progress nationwide in the education of a generation of children in an intercultural socio-educational environment. However, there still exist challenges for ongoing progress towards specific goals, such as bilingualism in children. Bilingual education…
Intercultural education and early childhood
Intercultural education in Chile has focused on early childhood for more than a decade. Different measures have been implemented to strength an intercultural approach in preschools. The most outstanding has been the connection of intercultural preschools with Indigenous communities. However, these educational policies have not been accompanied by adequate resources and teacher preparation, resulting in significant shortcomings in the collaboratio…
Ways of Seeing Indigenous Communities in Urban Intercultural Preschoolsin Chile
This paper aims to contribute to the emerging literature concerning Indigenous communities and preschools. It considers some tensions arising when applying the Intercultural and Bilingual Education Program to preschools without adequate prior support or preparation of educators, as in the Metropolitan Region, Chile. Here, two intercultural preschools interact with members of the Mapuche community to strengthen the education in Indigenous language…
Teaching indigenous languages in Chile
Intercultural Bilingual Education has been public policy in Chile for more than 20 years. One of its key components is the emergence of the Traditional Educator, an indigenous person with the linguistic and cultural competencies necessary for teaching an indigenous language in a school context. Hence, this research is directed towards examining the perceptions of Traditional Educators regarding the teaching of indigenous languages. The contents o…
Participation of Mapuche organizations in intercultural education for children
In the last few years, Chilean educational policies have emphasized the participation of indigenous communities in intercultural preschools. However, recent research has shown that the alliances between indigenous communities and these preschools are still weak. Thus, we focus on the perspective of Mapuche organizations – in Chile – regarding the limitations and possibilities for collaboration between their organizations and intercultural prescho…
Teaching indigenous languages in early childhood
This article critically examines bilingual, intercultural education policies and practices in the context of the implementation of these policies in early childhood education. Specifically, it seeks to provide ethnographic background on the incorporation of Indigenous communities into preschools, through the participation of the Indigenous Culture and Language Educator (ELCI in Spanish) for language teaching. The analysis stems from an ethnograph…
Transforming education for a sustainable future
In the specific context of geography and science teachers' training, socio-environmental problems, including climate change, highlight the need for professional development that facilitates the integration of social and environmental dimensions in favor of sustainability. This perspective seeks to promote wellbeing for all within planetary limits. This article addresses key questions: how has teacher education been structured to address climate c…
Continuing professional development in teachers
This research on Continuing Professional Development (CPD) was conducted through a meticulous and structured systematic review. Initially, four academic databases were explored, merging key terms in both Spanish and English, identifying 1,942 articles. After a preliminary screening, publications were discarded for various reasons: duplication, access restrictions, irrelevance, or exceeding the 10-year age limit, reducing the corpus to 722 article…
Teacher continuous professional development in climate change education
This paper explores teacher continuous professional development (CPD) in climate change education, focusing on two programs implemented in Chile. Combining a literature review with an analysis of materials produced by teachers, the study highlights the innovative approach of examining CPD programs through teacher-created materials. Teachers in both programs designed educational activities on climate change, forming the research core. Using the “I…
Territorio, escuela y conflictos socioambientales
A partir de un estudio participativo con infancias y comunidades mapuche del sur de Chile, se analiza los conflictos socioambientales, visibilizando tensiones entre ruralidad, identidad cultural y perspectivas monoculturales de educación. Desde un enfoque territorial situado e intercultural, se realizaron mapeos participativos con niños y niñas en dos escuelas rurales de la cuenca del lago Calafquén y entrevistas caminadas con agentes comunitario…
Sociology (11 works) · Migration, Education, Indigenous Social Dynamics (10 works) · Pedagogy (10 works) · Psychology (10 works) · Indigenous (8 works) · Cultural and Social Studies in Latin America (7 works) · Geography (7 works) · Political science (7 works) · Anthropology (4 works) · Mathematics education (4 works)