在智利城市跨文化幼儿园中看待土著社区的方式:一个案例研究

Q1 Social Sciences
Rukmini Becerra-Lubies
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引用次数: 0

摘要

摘要本文旨在对有关原住民社区与学前教育的新兴文献进行梳理。它考虑了在没有充分的事先支持或教育工作者准备的情况下,将跨文化和双语教育计划应用于幼儿园时产生的一些紧张关系,如智利的大都市区。在这里,两所跨文化幼儿园与马普切社区成员互动,以加强土著语言和文化的教育。根据一项关于幼儿教师与马普切社区成员之间关系的民族志研究收集的数据,本文重点关注幼儿工作人员对马普切社区建设的看法。研究结果表明,马普切社区被视为:(a)负责提供文化,(b)负责断开连接;(c)负责学前隔离。最后,对公共政策、教师教育和未来研究提出建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Ways of Seeing Indigenous Communities in Urban Intercultural Preschoolsin Chile: A Case Study
ABSTRACT This paper aims to contribute to the emerging literature concerning Indigenous communities and preschools. It considers some tensions arising when applying the Intercultural and Bilingual Education Program to preschools without adequate prior support or preparation of educators, as in the Metropolitan Region, Chile. Here, two intercultural preschools interact with members of the Mapuche community to strengthen the education in Indigenous languages and cultures. Drawing on data collected in an ethnographic study regarding the relations between preschool teachers and members of the Mapuche community, this paper focuses on the perceptions of preschool staff regarding the construct of Mapuche communities. The findings show that the Mapuche communities were seen as: (a) responsible for providing the culture, (b) responsible for disconnection; and (c) responsible for preschool isolation. Finally, the study concludes with suggestions for public policies, teacher education and future research.
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来源期刊
Diaspora, Indigenous, and Minority Education
Diaspora, Indigenous, and Minority Education Social Sciences-Cultural Studies
CiteScore
1.90
自引率
0.00%
发文量
24
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