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

dc.creatorMansilla Sepulveda, Juan
dc.creatorPozo Menares, Gabriel
dc.creatorValoyes Chavez, Luz
dc.date2022
dc.date2022-11-03T15:22:22Z
dc.date2022-11-03T15:22:22Z
dc.date.accessioned2022-12-06T13:19:40Z
dc.date.available2022-12-06T13:19:40Z
dc.identifierINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION,Vol.,,2022
dc.identifier10.1080/13603116.2022.2127496
dc.identifierhttps://repositoriodigital.uct.cl/handle/10925/4832
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5238363
dc.descriptionThe 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.languageen
dc.publisherROUTLEDGE JOURNALS. TAYLOR & FRANCIS LTD
dc.sourceINTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION
dc.subjectMapuche people
dc.subjectschool inclusion
dc.subjectnarrative inquiry
dc.subjecteducational reform
dc.subjectintercultural education
dc.titleThe historical inclusion of Mapuche children in the educational system: challenges and tensions in policy and practice


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