Intercultural Education in Chile

This book examines the status of intercultural education in Chile. It does this through three axes: the first is multidisciplinary, including historical, anthropological, sociological, and pedagogical, to account for varied aspects of the Chilean intercultural education. The second is the consideration of multiple indigenous peoples, analyzing students’ groups or indigenous peoples, such as the Rapa Nui, Aymara, or Mapuche. Finally, the book has a multilevel perspective that recognizes that educational policy involves different actors, from the central government to local communities.
The book incorporates study material enriched with the experience and analysis of different perspectives and methodologies of its authors, being useful for understanding intercultural education in the country. It is a versatile resource for understanding this topic, as well as a support for the development of programs and policies.

Translation from the Spanish language edition: Educación Intercultural en Chile. Experiencias, pueblos y territorios by Ernesto Treviño, et al.,  © Ediciones UC 2017. Published by Ediciones UC. All Rights Reserved.

• Intercultural education in Chile
• Intercultural education policies in Chile
• Development of indigenous peoples in Chile
• Teaching processes in intercultural spaces
• Indigenous communities, learning and cultures
• Learning inequalities indigenous and non-indigenous children
• Educational policies of the indigenous peoples of Chile
• Segregation of indigenous students in the Chilean school system
• Intercultural education and worldview of indigenous peoples
• Bilingual Intercultural Education

• Center for Advanced Research on Educational Justice, Faculty of Education, Pontificia Universidad Catolica de Chile, Santiago, Chile

  Ernesto Treviño

• Center for Advanced Research in Education, CIAE, Universidad de Chile, Santiago, Chile

  Liliana Morawietz

• Center for the Study of Educational Policies and Practices, CEPPE UC, Pontificia Universidad Catolica de Chile, Santiago, Chile

  Cristóbal Villalobos

• State University of New York, Albany, USA

  Esteban Villalobos

Ernesto Treviño, Doctor of Education from Harvard University and Master of Education from the same university. He is currently an associate professor at the Faculty of Education of Pontificia Universidad Católica de Chile and Director of the UC Center for Educational Transformation (CENTRE-UC). He is Principal Researcher at the Center for Advanced Studies on Educational Justice (CJE) and Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His research has focused on analyzing educational inequalities, particularly at the intersection between educational policies and school and classroom practices.

Liliana Morawietz, Social Anthropologist from Universidad de Chile and Master of Oral History from Columbia University (NY). She is a research assistant at the Center for Advanced Research in Education at Universidad de Chile and at the Global Education Innovation Initiative (Harvard University). Her work is aimed at expanding the analysis of factors that influence school efficacy and improvement, as well as aspects such as the development of transversal skills, educational inclusion, and the integration of school communities.

Cristobal Villalobos, Doctor of Social Sciences from Universidad de Chile and Master of Applied Economics from Universidad Alberto Hurtado and Georgetown University. He is also a sociologist and social worker from Pontificia Universidad Católica de Chile. He is currently an Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His lines of research have focused on the study of educational quality and equity policies, particularly centered on processes of segregation and inclusion.

Esteban Villalobos, Sociologist from Universidad de Chile and Master of Urban Development from Pontificia Universidad Católica de Chile. He is currently a doctoral candidate in Comparative Education Policy at the State University of New York at Albany and a consultant to the Dominican Ministry of Education on the results of UNESCO’s Third Regional Comparative and Explanatory Study (TERCE). He has worked as a researcher at the Center for Comparative Education Policy at Universidad Diego Portales, focusing on early childhood and educational inequalities from an intercultural perspective. He is currently conducting his doctoral studies, analyzing the geography of educational opportunities in Latin America.