Ways of Seeing Indigenous Communities in Urban Intercultural Preschoolsin Chile

A Case Study

Bibliographic Data

ID12814854
AuthorsRukmini Becerra-Lubies (0000-0003-1209-2988, Pontificia Universidad Católica de Chile, corresponding author)
Year2021
Volume16
Issue1
Pages71-86
Publication date2021-10-26
Open AccessNo
TypeARTICLE
VenueDiaspora Indigenous and Minority Education (JOURNAL)
Journal identifiersISSN: 1559-5692 • E-ISSN: 1559-5706
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/15595692.2021.1989585
OpenAlexW3210647941
LanguageEN
References cited29

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 languages and cultures. Drawing on data collected in an ethnographic study regarding the relations between preschool teachers and members of the Mapuche community, this paper focuses on the perceptions of preschool staff regarding the construct of Mapuche communities. The findings show that the Mapuche communities were seen as: (a) responsible for providing the culture, (b) responsible for disconnection; and (c) responsible for preschool isolation. Finally, the study concludes with suggestions for public policies, teacher education and future research

Bilingual education · Construct (python library · Culturally appropriate · Disconnection · Ethnography · Geography · Indigenous · Isolation (microbiology · Metropolitan area · Pedagogy · Perception · Political science · Sociology · Anthropology · Cultural and Social Studies in Latin America · Indigenous Cultures and Socio-Education · Migration, Education, Indigenous Social Dynamics · Psychology · Ecology

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