Between assimilation and recognition of Indigenous Peoples: the role of intercultural bilingual education in Latin America

Abstract

This article aims to contribute to the ongoing discussion surrounding the concept of educational inclusion for Indigenous Peoples in Latin America. Despite official policies and programmes designed to promote diversity, their effectiveness is often hindered by the persistence of subtle yet damaging forms of racism that fail to recognise the epistemic perspectives of non-European peoples. Our focus lies on the challenges of education within multicultural contexts, particularly on intercultural bilingual education – a pedagogical model implemented in various countries across the region. Through the lenses of critical pedagogy and post-colonialism, the article analyses this perspective, shedding light on the persistently marginalised status of non-European knowledge within the symbolic landscapes of the region. It contends that the respect and acknowledgement of Indigenous knowledge systems represent not only an educational imperative but also an ethical and political one. This entails disrupting power asymmetries that perpetuate the segmentation and isolation of marginalised groups. Additionally, it offers an opportunity to fulfil the potential of education in deactivating asymmetrical positions and fostering respect for the legitimacy of the other.

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