Dual educational rationality and acculturation in Mapuche people in Chile

Abstract

Even though Mapuche people represent the largest indigenous population in Chile, the “logic of double rationality” in their educational knowledge and its link with acculturation dynamics, has been scarcely studied. The aim of this study was to explore the relationships between the attitudes toward school education and the acculturation orientations of 468 Mapuche people, with ages from 17 to 53 years (M = 16.19; SD = 7.0). Participants were students of secondary schools and universities from urban and rural areas of different regions of Chile. Results showed that most of the participants presented a bicultural orientation (39.4%), followed by a group of segregated or ethnic identity profile (23.5%), while those who preferred assimilation (17.5%), and marginalization (20.7%) represented a minority. Results indicated that people identified as bicultural scored higher in the components of dual Mapuche/ Chilean Mestizo educational rationality than the other acculturation profiles. Also, the fluency in speaking Mapuche language was positively associated with the perception of cultural differences in knowledge and education between Mapuche and Chilean culture, the evaluation of the teaching of Mapuche culture, the perception of school as a factor of assimilation, the valuation of bicultural practices, and the justification of double rationality. Findings’ contributions to the development of pertinent educational practices in contexts of social and cultural diversity are discussed.

Socialization of Knowing How to Feel through the Epew in Mapuche Culture: Guidelines for Early Childhood Education

“…Thus, if the ideals of these families are unknown, children must move in a complex context in which knowing how to feel can also be exposed to monoculturality, the loss of cultural identity, or the development of double rationalities [49]; however, in the context of social and cultural diversity, it is fundamental that minority groups can also recognize emotional ideals and their underlying values in the elements that they are presented with in kindergarten, such as the epew, which passed from oral transmission to a storybook format in the Western tradition. The causes for this probably lie in the fact that, at first, Mapuche oral stories were translated into foreign languages and adapted to Western structures, moving from an oral tradition to the demands of Western writing [50].…”

Mapuche Socioeducational Knowledge: An Ambivalent Relation with School Learning

“…Strategies based on Mapuche educational thought create tensions in how they deal with school educational logic. To put it in another way, Mapuche pupils develop a double educational way of thinking andin some casesa double educational rationale [43]. The concept of 'double educational rationale' is related with their double immersion: in their family-community and in their schooling.…”

“…This article presents a part of the results of FONDECYT Project Nº. 1231178(Quilaqueo et al, 2023(Quilaqueo et al, -2026 …”

El Aprendizaje Intercultural: Un desafío pendiente para la Política de Formación Técnica Profesional en Chile

“…Como consecuencia, se ha generado una devaluación e invisibilización de las culturas indígenas en la educación, producto de procesos de homogeneización cultural que se han situado, particularmente, en la región de La Araucanía (Aparicio et al, 2015). Esto ha desarrollado una tensión epistemológica en la construcción y desarrollo de la identidad étnica, derivando en lo que algunos autores denominan doble identidad (Mela, 2021) o doble racionalidad (Quilaqueo et al, 2016(Quilaqueo et al, , 2023. Ésta doble formación implica el desarrollo de un sentido de pertenencia que se construye de forma confusa durante la trayectoria de vida, donde las personas se reconocen a sí mismas como vinculadas a diferentes grupos étnicos.…”