Intercultural competences in primary school teachers’ under the urban context of Huaraz City, Peru
An ethnographic and educational analysis
Bibliographic Data
| ID | 12214042 |
|---|---|
| Authors | Eliseo Alvarado-Caushi (0000-0003-3392-4712, Postgraduate School, Universidad San Ignacio de Loyola, Lima, Peru), Roberto Santiago Bellido García (0000-0002-1417-3477, Postgraduate School, Universidad San Ignacio de Loyola, Lima, Peru), Alejandro Cruzata-Martínez (0000-0003-0104-0496, Postgraduate School, Universidad San Ignacio de Loyola, Lima, Peru, corresponding author), Joel Alhuay-Quispe (0000-0002-1903-4687, Faculty of Letters and Humanities Sciences, Library and Information Science Department, Universidad Nacional Mayor de San Marcos, Lima, Peru) |
| Year | 2020 |
| Volume | 35 |
| Issue | 2 |
| Pages | 176-193 |
| Publication date | 2020-07-30 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518398.2020.1797209 |
| OpenAlex | W3046861804 |
| Language | EN |
| Citations received | 3 |
| References cited | 4 |
Based on need for intercultural approach to cultural and linguistic diversity in primary school students, this article shows racist attitudes and discrimination against rural, Andean and Quechua context in culturally different social groups. This situation raises the following question: how do the intercultural competences of primary school teachers manifest themselves in urban context of Huaraz city, Peru? Methodology used is educational ethnography with interpretative, sociocritical and humanistic features, whose design and development are summarized in three moments: pre-configuration, configuration and reconfiguration of reality. Also, theoretical, and empirical methods such as the participant observation and the in-depth interview applied to teachers were used. Findings refer presence of rural students who speak Quechua in the school; shortcomings in the approach to intercultural diversity; and shortcomings in intercultural competences of urban teachers. Finally, we conclude there is a need to develop intercultural competences in teachers to ensure an education and intercultural society
Archaeology · Context (archaeology · Cultural diversity · Diversity (politics · Ethnography · Geography · Intercultural communication · Intercultural relations · Participant observation · Pedagogy · Social science · Sociology · Anthropology · Education in Rural Contexts · Immigration and Intercultural Education · Indigenous Cultures and Socio-Education
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |