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E-grāmata: Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges

Edited by (Universidad Autónoma de San Luis Potosķ, México), Edited by (Universidad Iberoamericana, México), Edited by (Universidad Autónoma de San Luis Potosķ, México), Series edited by (University of Notre Dame, Australia)
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Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and ChallengesPalielināt
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Quality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all.



Key international authors contribute chapters on the history, status, and challenges of intercultural and inclusive education in a specific country or region in Latin America. Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges focuses on the history and advances in public policies, teaching practices, educational programs, as well as new methodologies and theoretical perspectives to understand the Latin American context and offer culturally appropriate alternatives to respond to old and emerging socio-educational needs.



Providing a unique convergence of multiple perspectives, this collection incorporates diverse epistemologies, research approaches, and intervention practices, across a variety of educational and social contexts in the Latin American region.
Chapter
1. Context and socio-cultural determinants of inclusion and
interculturality in Latin America; Ismael Garcķa-Cedillo and Silvia
Romero-Contreras

Chapter
2. Opportunities for people with special educational needs in higher
education in Chile: an analysis of educational trajectories; Ernesto
Trevińo-Villarreal and Eugenia Victoriano Villouta


Chapter
3. Inclusive education in Brazil: the potential of technology to
facilitate inclusive practice; Dianne Chambers and Rodrigo Hübner Mendes

Chapter
4. Education for all from the early years: inclusive experience in
Chile; Paula Tapia Silva, Patricia Soto de la Cruz, and Yarela Muńoz López

Chapter
5. Inclusive education in the Plurinational state of Bolivia: from
decolonization to inclusion; Chris Forlin, Luis Adolfo Machicado Pizarro, and
Gisselle Gallego

Chapter
6. Training teachers for inclusive education in Colombia: From policy
to practice; Gloria Calvo

Chapter
7. Teacher training as a mediator of change towards inclusive
education in Costa Rica; Lady Meléndez Rodrķguez, Rocķo Deliyore Vega, and
Mario Segura Castillo

Chapter
8. Inclusion of families in basic education in Mexico: policies,
practices and cultures; Cristina Perales Franco

Chapter
9. Teachers scientific explanation practices: Opportunities for
equity; Valeria M. Cabello and David Geelan

Chapter
10. Interculturality and educational inclusion in Brazil and Mexico:
a comparative analysis; Stefano Claudio Sartorello and Alexandre Ferraz
Herbetta

Chapter
11. Interculturality in and out of the classroom: Indigenous voices
and knowledge about equity; Laura Alicia Valdiviezo, Rukmini Becerra Lubies,
and Dayna Andrea Moya Sepulveda

Chapter
12. Inclusion and equity in higher education: the case of Ecuador, a
plurinational and intercultural country; Pilar Samaniego-Santillįn, Verónica
Gabriela Maldonado-Garcés, and Mónica Delgado-Quilismal

Chapter
13. The rural education model with Escuela Nueva and the Universidad
en el Campo in Colombia; Diego Juįrez Bolańos

Chapter
14. School as a learning community: Critical interculturality and
inclusion in action; Luz Marķa Moreno-Medrano

Chapter
15. The Implications of Epistemic Justice for Intercultural and
Inclusive Education; Sylvia Schmelkes del Valle
Silvia Romero-Contreras is Professor at the Universidad Autónoma de San Luis Potosķ, Mexico; former advisor to the National Project for Educational Integration in México and academic coordinator of the Inclusive Education Teacher Training Graduate Program in Paraguay.



Ismael Garcķa-Cedillo is Professor at the Universidad Autónoma de San Luis Potosķ, Mexico. He directed the National Project for Educational Integration in México and the Inclusive Education Teacher Training Graduate Program in Paraguay.



Luz Marķa Moreno-Medrano is the Director of the Research Institute for Educational Development (INIDE) at the Universidad Iberoamericana in Mexico City. She is the Mexican coordinator of the international project of Schools as Learning Communities.
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