Work

School contextualization with indigenous group’s socio-educational methods and pedagogies

Year: 2024

Type: article

Abstract: This article presents a method for contextualizing school education and initial teacher training, using the case of Mapuche in schools in central-southern Chile to change the ambivalence of teaching in an indigenous context. The analysis is based on a dispositionalist-contextualist theoretical framework and the results of empirical research projects on Mapuche socio-educational knowledge. It examines the co-construction of intercultural knowledge by researchers and parents. It concludes with a Mapuche educational knowledge base that can contextualize the school curriculum and teacher training plans.

Source: Frontiers in Education

DOI: 10.3389/feduc.2024.1425464

Authors: Daniel Quilaqueo, Héctor Torres

Institutions: Universidad Católica de Temuco, University of Bío-Bío

Language: English

Topic: Indigenous Cultures and Socio-Education

Subfield: Cultural Studies

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,285