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.
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.
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
Xakriabį 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 Sįpmi
11.
Interculturality, epistemological braiding and the (im)possibility of the
decolonial otherwise
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).
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