Interculturality In and Out of the Classroom: Indigenous Voices and Knowledge About Equity
Intercultural and Inclusive Education in Latin America
ISBN: 978-1-83753-141-7, eISBN: 978-1-83753-140-0
Publication date: 29 October 2024
Abstract
The creation of intercultural education in the Quechua and Mapuche contexts, in Peru and Chile respectively, marks a milestone in the institutionalisation of equity-oriented state policies that deserves attention given the serious inequalities that still persist in these societies. In this chapter, we analyse ethnographic studies of intercultural knowledge and practices inside and outside the classroom and interpret them as catalysts for equity in education. The findings of the analysis point to the centrality of Indigenous actors as transformative agents inside and outside the classroom and the urgency of restructuring not only education but also society towards equity.
Keywords
Acknowledgements
Acknowledgements
To the Quechua communities in southern Peru and the Mapuche communities in southern Chile who have made our learning possible over the years, we will always be grateful for your time, generosity and wisdom.
Citation
Valdiviezo, L.A., Lubies, R.B. and Moya Sepulveda, D.A. (2024), "Interculturality In and Out of the Classroom: Indigenous Voices and Knowledge About Equity", Romero-Contreras, S., Garcìa-Cedillo, I. and Moreno-Medrano, L.M. (Ed.) Intercultural and Inclusive Education in Latin America (International Perspectives on Inclusive Education, Vol. 24), Emerald Publishing Limited, Leeds, pp. 155-173. https://doi.org/10.1108/S1479-363620240000024011
Publisher
:Emerald Publishing Limited
Copyright © 2024 Laura Alicia Valdiviezo, Rukmini Becerra Lubies and Dayna Andrea Moya Sepulveda. Published under exclusive licence by Emerald Publishing Limited