Indigenous Education in Colonizing Space: Reflections on the Law, Education, and Indigenous Rights in Chile

Part of the Explorations of Educational Purpose book series (EXEP, volume 27)


This chapter examines the discordance between Indigenous Rights and the schooling curriculum in Chile. Analyzing the legal framework that rules the Chilean Education System and its implications in the national schooling curriculum, it is possible to see the ongoing processes of colonization and the cultural impacts over indigenous peoples in Chile who are continually affected by assimilationist policies that underlie their right to reproduce their communities and ways of knowing. In this chapter it is argued that the current Chilean policies of inclusivity in education that intend to incorporate indigenous education cannot be effectively provided under formal colonial classroom structures – structures that have hitherto undermined its application. Using selected literary sources, this chapter avers that indigenous education would best be served within the structures defined by indigenous perspectives. This paper uses an anti-colonial theoretical framework that is based on the notion that colonial structures that define schooling in Chile undermine indigenous education and consequently the political recognition of these peoples. In this respect, this chapter critiques currently applied perspectives that, underpin intercultural education and points out that as currently constructed, schooling has little capacity to accommodate indigenous education.


Indigenous People Schooling System National Identity Indigenous Knowledge International Labor Organization 
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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Department of Public education of Municipality of Arica-ChileTeacher of History and GeographyTorontoCanada
  2. 2.Master of Art in Sociology and Equity Studies in EducationUniversity of TorontoTorontoCanada
  3. 3.Department of Humanity, Social Science and Justice of Education – OISE/University of TorontoTorontoCanada

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