Curriculum Violence: Occidental knowledge hegemony in relation to indigenous knowledge

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datacite.alternateIdentifier.citationPROCEEDINGS OF 2ND GLOBAL CONFERENCE ON PSYCHOLOGY RESEARCHES (GCPR-2014),Vol.190,434-439,2015
datacite.alternateIdentifier.doi10.1016/j.sbspro.2015.05.022
datacite.creatorMansilla Sepúlveda, Juan
datacite.creatorBecerra Peña, Sandra
datacite.creatorMerino Dickinson, María
datacite.creatorBozkurt, T
datacite.creatorDemirok, MS
datacite.date2015
datacite.subject.englishMapuche knowledge
datacite.subject.englishOccidental Chilean knowledge
datacite.subject.englishMonocutural schools
datacite.subject.englishindigenous children
datacite.subject.englishChile
datacite.titleCurriculum Violence: Occidental knowledge hegemony in relation to indigenous knowledge
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.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)
oaire.resourceTypeMeeting
uct.catalogadorWOS
uct.indizacionISSHP
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