Rethinking Educational Management of Schools in a Mapuche Context

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datacite.alternateIdentifier.citationREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA,Vol.26,2024
datacite.alternateIdentifier.doi10.24320/redie.2024.26.e01.5528
datacite.creatorCuevas, Hector Torres
datacite.creatorRapiman, Daniel Quilaqueo
datacite.creatorBaronnet, Bruno
datacite.creatorTroncoso, Gerardo Munoz
datacite.date2024
datacite.subject.englisheducational management
datacite.subject.englishindigenous knowledge
datacite.subject.englishcultural relevance
datacite.titleRethinking Educational Management of Schools in a Mapuche Context
dc.date.accessioned2024-05-27T18:27:21Z
dc.date.available2024-05-27T18:27:21Z
dc.description.abstractThis study seeks to identify Mapuche educational procedures and knowledge with the goal of contextualizing the educational management of schools in indigenous territories in central -southern Chile. A qualitative methodology was employed, involving 28 local stakeholders through talks, semistructured interviews, and discussion workshops. Fieldwork was conducted over 14 months from 2018 to 2019. The results display dimensions that lead to a rethinking of the school system from a spiritual, territorial, and sociopolitical perspective. This calls into quest ion the monoculturalism of educational management and the asymmetric power relations put in place by a colonial and colonizing education of indigenous people.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5776
dc.language.isoen
dc.publisherUNIV AUTONOMA BAJA CALIFORNIA. INST INVESTIGACION & DESARROLLO EDUCATIVO
dc.sourceREVISTA ELECTRONICA DE INVESTIGACION EDUCATIVA
oaire.resourceTypeArticle
uct.indizacionESCI
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