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The Rural School Networks Program on Intercultural Bilingual Education Schools in Peru's Amazon: Experiences and Challenges for Pedagogical Mentors and Teachers
Sat, March 22, 2:45 to 4:00pm, Palmer House, Floor: 7th Floor, LaSalle 4Proposal
Intercultural bilingual education (EIB) aims to challenge the notion of assimilation and racial hierarchy to eliminate discrimination based on race or ethnicity and emphasize the importance of recognizing diversity (Cortina, 2014). In Peru, there are differing opinions about cultural diversity and Indigenous citizenship (Valdiviezo, 2014). Although the legal and official rhetoric related to Indigenous Education for EIB is politically correct, implementing EIB policies still needs improvement (Lopez, 2014). For instance, teachers do not receive teacher training in intercultural education. This creates a problem for the principles of intercultural education and the pluralistic State, and it raises questions about whether the Ministry of Education (MoE) policies, such as implementing training teacher programs, genuinely consider the cultural diversity of rural and the EIB approach to address EIB schools' challenges and needs.
Using the case of the Rural School Networks program and based on interviews with indigenous and non-indigenous pedagogical mentors and EIB teachers, this paper seeks to explore the effectiveness of the Rural School Networks program initiated by the MoE in addressing the challenges faced by pedagogical mentors and EIB teachers in improving EIB schools and implementing an intercultural education approach in the Peruvian Amazon. This paper will answer (1) What are the main challenges facing pedagogical mentors and EIB teachers in EIB schools in the Peruvian Amazon? and (2) To what extent can the Rural School Networks program assist in addressing EIB schools' challenges? The analysis of this research will provide recommendations for future pedagogical mentorship programs in EIB schools in the Peruvian Amazon.