eprintid: 10148402
rev_number: 6
eprint_status: archive
userid: 699
dir: disk0/10/14/84/02
datestamp: 2022-05-12 06:58:16
lastmod: 2022-05-12 06:58:16
status_changed: 2022-05-12 06:58:16
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Moya Santiagos, Paulina
creators_name: Quiroga-Curín, Javiera
title: An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun
ispublished: pub
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: Programa Intercultural Bilingüe, Intercultural Bilingual Education Programme, Mapudungun, Chilean educational policies, Mapuche
note: This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited • DOI: https://doi.org/10.14324/LRE.20.1.10.
abstract: Languages are not just sets of words. They are powerful tools essential to carry history, traditions, culture and wisdom. In Latin America, Mapudungun, the native language of Mapuche people – the largest ethnic group in Chile – can be threatened. A substantial linguistic shift has characterised the panorama of native languages of the current territory. However, language and education policies have been insufficient for their preservation. This article analyses Mapudungun from a general historical perspective to define Indigenous communities’ experience in the country: insufficient state support for revitalising their languages and decolonising the Chilean national curriculum. An overview of Mapudungun in the last century is provided by explaining relevant linguistic and educational policies. The PEIB (Intercultural Bilingual Education Programme), a linguistic and educational policy in Chile, is considered in depth. It aims to improve the quality and relevance of learning from curricular contextualisation. It also seeks to teach Indigenous children their culture, traditions and languages. However, the lack of support for traditional educators and the decontextualised curriculum have further impoverished their background and increased the gap between native peoples’ languages and Chilean society. The article ends with a call to policymakers to recognise the importance of the construction of Chilean identities.
date: 2022-05-11
date_type: published
publisher: Taylor & Francis
official_url: https://doi.org/10.14324/LRE.20.1.10
oa_status: green
full_text_type: pub
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1955697
doi: 10.14324/LRE.20.1.10
lyricists_name: Moya Santiagos, Paulina
lyricists_id: PDPMO65
actors_name: Moya Santiagos, Paulina
actors_id: PDPMO65
actors_role: owner
full_text_status: public
publication: London Review of Education
volume: 20
number: 1
article_number: 10
issn: 1474-8460
citation:        Moya Santiagos, Paulina;    Quiroga-Curín, Javiera;      (2022)    An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun.                   London Review of Education , 20  (1)    , Article 10.  10.14324/LRE.20.1.10 <https://doi.org/10.14324/LRE.20.1.10>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10148402/1/Lond_Rev_Educ-20-10.pdf