Curriculum Violence: Occidental knowledge hegemony in relation to indigenous knowledge

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dc.contributor.authorMansilla Sepúlveda, Juan
dc.contributor.authorBecerra Peña, Sandra
dc.contributor.authorMerino Dickinson, María
dc.contributor.authorBozkurt, T
dc.contributor.authorDemirok, MS
dc.date2015
dc.date.accessioned2021-04-30T16:25:26Z
dc.date.available2021-04-30T16:25:26Z
dc.description.abstractIndigenous education in Chile operates within a context of cultural diversity, underdevelopment and colonialism. This problem explains the tension found in 28 rural schools in the Araucania region of Chile between the knowledge systems of the Mapuche culture and those of Western culture. The study is qualitative-descriptive in design. Participants were teachers, parents and lonkos from Mapuche communities in which the schools are embedded. Semi-structured interviews were carried out and results show the western curricular content predominating over subordinating vernacular knowledge of Mapuche indigenous culture. It is recommended for cultural knowledge of all participants to be equally integrated and promoted. (C) 2015 The Authors. Published by Elsevier Ltd.
dc.identifier.citationPROCEEDINGS OF 2ND GLOBAL CONFERENCE ON PSYCHOLOGY RESEARCHES (GCPR-2014),Vol.190,434-439,2015
dc.identifier.doi10.1016/j.sbspro.2015.05.022
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/2540
dc.language.isoen
dc.publisherELSEVIER SCIENCE BV
dc.sourcePROCEEDINGS OF 2ND GLOBAL CONFERENCE ON PSYCHOLOGY RESEARCHES (GCPR-2014)
dc.subject.englishMapuche knowledge
dc.subject.englishOccidental Chilean knowledge
dc.subject.englishMonocutural schools
dc.subject.englishindigenous children
dc.subject.englishChile
dc.titleCurriculum Violence: Occidental knowledge hegemony in relation to indigenous knowledge
dc.typeMeeting
uct.catalogadorWOS
uct.indizacionISSHP
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