Becoming Neuquino in Mapuzugun: Teaching Mapuche language and culture in the province of Neuquén, Argentina
This article explores the sense of belonging promoted by the current program of Educación Intercultural Bilingüe (EIB) of the province of Neuquén for Mapuche children, examining the design and implementation of this program. The analysis reveals how this program reinforces a hegemonic definition of...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Argentina |
| Institución: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repositorio: | CONICET Digital (CONICET) |
| Idioma: | inglés |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/77861 |
| Acceso en línea: | http://hdl.handle.net/11336/77861 |
| Access Level: | acceso abierto |
| Palabra clave: | Bilingual Intercultural Education Indigenous Policy Mapuche Childhood Sense of Belonging https://purl.org/becyt/ford/5.4 https://purl.org/becyt/ford/5 |
| Sumario: | This article explores the sense of belonging promoted by the current program of Educación Intercultural Bilingüe (EIB) of the province of Neuquén for Mapuche children, examining the design and implementation of this program. The analysis reveals how this program reinforces a hegemonic definition of Mapuche identity, which relegates Mapuche culture to times past and to a rural setting. At the same time, the program subordinates the Mapuche identity to the provincial realm, and merges it with the Argentine and Catholic identities in supposed "harmony." © 2009 by the American Anthropological Association. All rights reserved. |
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