Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile
The issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their childr...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2023-12-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/331 |
| _version_ | 1797400724506673152 |
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| author | Angela Baeza Peter Anderson Simone White |
| author_facet | Angela Baeza Peter Anderson Simone White |
| author_sort | Angela Baeza |
| collection | DOAJ |
| description |
The issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their children are receiving or how to incorporate their traditional knowledge inside the classroom. This paper shares such a study and explores the views of Indigenous people living in rural communities of the Atacama Desert of Chile. Views are shared about the needs of their children and that of teacher education. Using a decolonising rights-based methodology, the study aimed to highlight the voices of Atacameños people, who talked about their relationship with schoolteachers, their role in supporting schools and the role of the traditional educator. Findings suggest that even though Indigenous community members perceived their engagement as key in incorporating local knowledge inside the classroom, they realised they are not actively participating in school organisation. There is also a perception that the role of the traditional educator needs to be valued more because they are crucial for reducing the gap between the Indigenous community and local schools.
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| first_indexed | 2024-03-09T01:58:41Z |
| format | Article |
| id | doaj.art-73740880adcb4ad791e0b7485f3b047c |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-03-09T01:58:41Z |
| publishDate | 2023-12-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-73740880adcb4ad791e0b7485f3b047c2023-12-08T07:59:48ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842023-12-01522Highlighting the voice of Indigenous communities for education: Findings from a case study in rural ChileAngela Baeza0Peter Anderson1Simone White2Carumba Institute, Queensland University of TechnologyGriffith UniversityRMIT University The issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their children are receiving or how to incorporate their traditional knowledge inside the classroom. This paper shares such a study and explores the views of Indigenous people living in rural communities of the Atacama Desert of Chile. Views are shared about the needs of their children and that of teacher education. Using a decolonising rights-based methodology, the study aimed to highlight the voices of Atacameños people, who talked about their relationship with schoolteachers, their role in supporting schools and the role of the traditional educator. Findings suggest that even though Indigenous community members perceived their engagement as key in incorporating local knowledge inside the classroom, they realised they are not actively participating in school organisation. There is also a perception that the role of the traditional educator needs to be valued more because they are crucial for reducing the gap between the Indigenous community and local schools. https://ajie.atsis.uq.edu.au/ajie/article/view/331Indigenous peoplesIndigenous educationtraditional educatordecolonising methodology |
| spellingShingle | Angela Baeza Peter Anderson Simone White Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile The Australian Journal of Indigenous Education Indigenous peoples Indigenous education traditional educator decolonising methodology |
| title | Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile |
| title_full | Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile |
| title_fullStr | Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile |
| title_full_unstemmed | Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile |
| title_short | Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile |
| title_sort | highlighting the voice of indigenous communities for education findings from a case study in rural chile |
| topic | Indigenous peoples Indigenous education traditional educator decolonising methodology |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/331 |
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