Researching Interculturality in Post-Colonial Contexts

Indigenous Perspectives and Beyond
1. Auflage 2025
ISBN: 978-1-032-99793-3
Verlag: Taylor & Francis

Buch, Englisch, 184 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 440 g

Reihe: New Perspectives on Teaching Interculturality

This volume critically explores intercultural "encounters" between Indigenous and Eurocentric education in the post-colonial contexts of Brazil, Chile, and Mexico.

In this book, interculturality in education is considered in a variety of educational and social settings, including teacher, community, secondary, and higher education, as well as language revitalization efforts, from a wide range of analytical and methodological perspectives. The contributors examine historical and emerging challenges in initiatives to expand or redesign education through interculturality/ies, highlighting the work that remains on the educational agenda while also identifying obstacles perpetuated by ideologies of monoculturalism, neoliberalism, and capitalism. Several case studies are presented to showcase pedagogical creativity, curricular innovation, and epistemological plurality in intercultural education and research. The volume also includes two expert transcultural commentaries that approach the challenges and opportunities in a comparative way, drawing on Indigenous perspectives beyond the three countries studied. This book argues for a critical and decolonial engagement with interculturality (in) education and research, emphasizing ethical collaboration, diverse worldviews, and resistance to epistemic singularity.

This book will be essential for scholars and students of intercultural studies, education, and decolonization. It also provides valuable insights for educators navigating intercultural and Indigenous education.

Zielgruppe

Academic, Postgraduate, Professional Practice & Development, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Tavares, Vander

Fachgebiete

• Sozialwissenschaften Medien- und Kommunikationswissenschaften Kommunikationswissenschaften
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Geisteswissenschaften Geschichtswissenschaft Geschichtliche Themen Kolonialgeschichte, Geschichte des Imperialismus
• Sozialwissenschaften Politikwissenschaft Internationale Beziehungen Kolonialismus, Imperialismus

Inhaltsverzeichnis

1. Introduction: Intercultural encounters in education in post-colonial contexts  Part 1: Mapping out developments of interculturality in teacher education  2. The place of interculturality in Indigenous teacher education in Brazil  3. Science teacher training for cultural diversity: Creation and analysis of didactic strategies that foster intercultural dialogue  Part 2: Epistemologies and experiences of Indigenous students in higher education  4. Intercultural experiences of Indigenous students at a private university in Mexico  5. Intercultural connections and utopian worlding: The quest for university education among the Sateré-Mawé, Lower Amazon River, Brazil  Part 3: Interculturality in the school context through the work of teachers  6. Socio-educational ambivalence of Indigenous knowledge: The case of teachers working in a Mapuche context  7. Interculturality and Indigenous schools: The Xakriabá case  Part 4: Rethinking science, language and community through interculturality  8. Spirit languages, sacred sciences: Indigenous language commitment as a cosmopolitical interculturality  9.“Other” education, knowledge and sciences: Contributions from Indigenous communities of Oaxaca, in Mexico, and their vision of communality  Part 5: Transcultural commentaries  10. Thinking about interculturality in Latin America and Sápmi  11. Interculturality, epistemological braiding and the (im)possibility of the decolonial otherwise

Über Autor(innen)

Vander Tavares is Associate Professor at Inland Norway University of Applied Sciences, Norway. His research interests include critical second language education, teacher education, and the internationalization of higher and language education. In 2021, he was the recipient of the Equity, Diversity, and Inclusion (EDI) Award by the Canadian Bureau for International Education (CBIE) for his years-long work in support of multilingual international students in Canada. He is the editor of Social Justice, Decoloniality, and Southern Epistemologies within Language Education (Routledge, 2023) and Social Justice through Pedagogies of Multiliteracies (Routledge, 2025).