Ways of Seeing Indigenous Communities in Urban Intercultural Preschools in Chile: A Case Study

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Imagining, Embodying, and Enacting the Future of Indigenous Education

Abstract

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 preparation of educators, as in 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.

Author

• Rukmini Becerra-Lubies, Pontificia Universidad Catolica de Chile