Educadores tradicionales als Wegbereiter*innen von Citizen Science
Die Einbindung mapuchekulturellen Wissens an chilenischen Schulen
Bibliographic Data
| ID | 10757309 |
|---|---|
| Authors | Sarah Franke (corresponding author) |
| Year | 2023 |
| Volume | 73 |
| Issue | 2 |
| Pages | 177-197 |
| Publication date | 2023-07-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Sociologus (JOURNAL) |
| Journal identifiers | ISSN: 0038-0377 • E-ISSN: 1865-5106 |
| Publisher | Duncker & Humblot GmbH (PUBLISHER • DE) |
| DOI | 10.3790/soc.2025.1461405 |
| OpenAlex | W4416982743 |
| Language | EN |
| References cited | 28 |
The article examines the integration of local Indigenous knowledge into the knowledge canon of primary schools in Chile. The research focuses on two schools in the Araucanía region that incorporate Mapuche knowledge into their teaching. The article argues that, in this context, educadores tradicionales – who are community-recognised knowledge holders – can be understood as precursors to citizen scientists. It explores their goals and methods for bringing their knowledge into the school setting. First, I analyse the potential of the citizen science concept for integrating local knowledge into schools to meet demands for greater interculturality and diversity in the curricula of Chilean schools. I then deduce why the involvement of non-professional scientists, such as educadores tradicionales, in the classroom can be a meaningful approach to sensitising teachers and students to citizen scientists’ activities in school and beyond
Citizenship education · Curriculum · Indigenous · Interculturality · School teachers · Traditional knowledge · Environmental and Cultural Studies in Latin America and Beyond · Indigenous Cultures and Socio-Education · Migration, Education, Indigenous Social Dynamics
Kompetentes Handeln in stationären Erziehungshilfen
Relación educativa entre profesor y educador tradicional en la Educación Intercultural Bilingüe
Educação escolar indígena e saberes tradicionais
Grounded Theory und Theoretical Sampling
Epistemische Ungerechtigkeit
Using a Chicana Feminist Epistemology in Educational Research
Citizen Science, Education, and Learning
Equity in education in Chile
Re-signifying and negotiating indigenous identity in university spaces
Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile
The Construction and Historical Development of Multicultural Education, 1962-2012
Dismantling the Divide Between Indigenous and Scientific Knowledge
Alternative Models of Knowledge as a Critique of Epistemic Power Structures - Introduction
Critical Race Theory, Latino Critical Theory, and Critical Raced-Gendered Epistemologies
Negotiating Inclusion in the Nation
| Highly cited | No |
|---|