Encounters and Disagreements Between Indigenous Family Education and School Education: Narrative Reviews
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View abstract on PubMed
Summary
This summary is machine-generated.Western education in Chile has historically marginalized indigenous family knowledge. This study advocates for integrating indigenous and Western educational approaches to foster holistic learning and improve socioeconomic outcomes for indigenous students.
Area Of Science
- Education
- Sociology
- Anthropology
Background
- Western education in Chile's indigenous territories aimed for knowledge homogenization, often denying indigenous family educational traditions.
- This conflict creates a disconnect, impacting the cultural relevance and effectiveness of schooling for indigenous children.
Purpose Of The Study
- To reflect on the objectives of indigenous family education and Western school education.
- To explore the potential for articulating these diverse knowledge systems through epistemological pluralism.
- To analyze the family-school relationship within indigenous territories and its impact on knowledge construction and socioeconomic improvement.
Main Methods
- A narrative review of theoretical and empirical studies.
- Searches conducted in Scopus, SciELO, and Scholar databases over the past decade.
Main Results
- Identified challenges in the family-school relationship, where Western schooling often negates indigenous students' socio-cultural backgrounds.
- Highlighted opportunities for horizontal educational processes that value indigenous knowledge construction.
- Recognized the potential for improved socioeconomic situations through better educational integration.
Conclusions
- Proposes integrating indigenous scholars into teaching and learning.
- Recommends contextualizing education to align with indigenous territories.
- Advocates for articulating indigenous content and methods within the school system to respect and utilize local sociocultural logic.
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