Teachers’ Understandings of Multicultural and Intercultural Bilingual Education in Chilean Schools: A Case Study

• In Event: Poster Session 6
  In Poster Session: Social Justice and Multiculturalism in Teacher Education

Abstract

Different theoretical perspectives about diversity coexist in Chile. The most important are Multicultural Education and Intercultural and Bilingual Education. Many studies have focused on one of these perspectives, making a call for a specific approach; few studies have addressed the possibilities of contributions and dialogues among them. However, there is a lack of studies that have taken into account teachers’ conceptions in the theoretical discussion of the aforementioned theories. To fill this gap, we identify teachers’ understandings of these notions and the ways in which they interpret diversity in their classrooms with “minoritized” students. Findings also suggest that more theoretical and research efforts in order to build a common ground among two mutually beneficial theoretical traditions

Authors

• Cesar Pena-Sandoval, Pontificia Universidad Catolica de Valparaiso

• Rukmini Dasi Becerra, University of Washington