Intercultural Education in Chile

Introduction.- Intercultural Education in Chile: A Discussion Map.- Intercultural Education Policies in Chile: Context, Perspectives, and Evidence : Learning Inequalities Between Indigenous and Non-Indigenous Children: The Bridge Between School and Families to Promote Quality.- The Educational and Language Policy Demands of the Indigenous Peoples of Chile: A View From the Perspective of Linguistic Rights.- Segregation of Indigenous Students in the Chilean School System.- Reflections on Intercultural Education in Chile and the Worldview of Indigenous Peoples.- Development of Indigenous Peoples: History and Particularities: Intercultural Bilingual Education Among the Aymara People of Northern Chile: Approaches and Historical Dynamics in its Implementation (1994-2014).- The Rapa Nui Language Among High School Students on Easter Is-land: Level of Self-Reported Proficiency in Relation to School and Ethnic Variables.- Education, Indigenous Peoples, and Interculturality from Rapa Nui / Ka Ma'a Te Mau O Te Kãi a.- Teaching Processes in Intercultural Spaces: Communities, Learning, and Cultures: Incorporating Indigenous Mathematical Knowledge into the Edu-cation Systems of Colombia and Chile (1990-2013).- Intercultural Mathematical Education: Proposals and Projections From the Mapuche People.- Crafts of the Earth: Dialogue of Knowledge in Intercultural Environmental Education.

Ernesto Treviño, Doctor of Education from Harvard University and Master of Education from the same university. He is currently an associate professor at the Faculty of Education of Pontificia Universidad Católica de Chile and Director of the UC Center for Educational Transformation (CENTRE-UC). He is Principal Researcher at the Center for Advanced Studies on Educational Justice (CJE) and Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His research has focused on analyzing educational inequalities, particularly at the intersection between educational policies and school and classroom practices.

Liliana Morawietz, Social Anthropologist from Universidad de Chile and Master of Oral History from Columbia University (NY). She is a research assistant at the Center for Advanced Research in Education at Universidad de Chile and at the Global Education Innovation Initiative (Harvard University). Her work is aimed at expanding the analysis of factors that influence school efficacy and improvement, as well as aspects such as the development of transversal skills, educational inclusion, and the integration of school communities.

Cristobal Villalobos, Doctor of Social Sciences from Universidad de Chile and Master of Applied Economics from Universidad Alberto Hurtado and Georgetown University. He is also a sociologist and social worker from Pontificia Universidad Católica de Chile. He is currently an Associate Researcher at the Center for the Study of Educational Policies and Practices (CEPPE UC). His lines of research have focused on the study of educational quality and equity policies, particularly centered on processes of segregation and inclusion.

Esteban Villalobos, Sociologist from Universidad de Chile and Master of Urban Development from Pontificia Universidad Católica de Chile. He is currently a doctoral candidate in Comparative Education Policy at the State University of New York