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