The historical inclusion of Mapuche children in the educational system: challenges and tensions in policy and practice

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datacite.alternateIdentifier.citationINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION,Vol.,,2022
datacite.alternateIdentifier.doi10.1080/13603116.2022.2127496
datacite.creatorMansilla Sepulveda, Juan
datacite.creatorPozo Menares, Gabriel
datacite.creatorValoyes Chavez, Luz
datacite.date2022
datacite.subject.englishMapuche people
datacite.subject.englishschool inclusion
datacite.subject.englishnarrative inquiry
datacite.subject.englisheducational reform
datacite.subject.englishintercultural education
datacite.titleThe historical inclusion of Mapuche children in the educational system: challenges and tensions in policy and practice
dc.date.accessioned2022-11-03T15:22:22Z
dc.date.available2022-11-03T15:22:22Z
dc.description.abstractThe study presented in this paper examines the historical experiences of school inclusion of the Mapuche people in the Chilean educational system. It focuses on the tensions between securing high-quality education for indigenous children while simultaneously providing culturally relevant education in ways that their cultural identities and ways of knowing are preserved and sustained over time. A narrative inquiry approach is adopted to document such experiences and to honour the oral tradition in the Mapuche culture. We do so by retrieving the oral memory of two Mapuches in two distinct and traditional communities located in La Araucania, Chile, the Mapuches' historical land. This oral memory is accompanied by a documental inquiry that sought to examine the historical experiences of schooling as captured in photographs preserved in Santa Magdalena Capuchin Archive located in Altotting, Germany. We use these stories to examine the current efforts of educational inclusion for Mapuche children in Chile and to discuss their limits and possibilities.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/4832
dc.language.isoen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
uct.indizacionSSCI
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