Abstract
The last decades show an important advance in the access of indigenous peoples to higher education. With regard to the teaching career and faculty for Intercultural Bilingual Education, as is the case of the UPS (Salesian Polytechnic University), this progress includes mainly women. The objective of this work is to analyze the contributions of intercultural bilingual higher education to the teacher training of indigenous women. We work from the perspective of female graduates of the Intercultural Bilingual Education (IBE) program of the UPS, based on the testimonies collected in in-depth interviews in the provinces of Imbabura, Pichincha and Cotopaxi. The data are analyzed under two central axes: teacher training of indigenous women and Intercultural Bilingual Education. The analysis of the data obtained in the empirical work shows relevance in the contributions of intercultural higher education to teacher training in two main aspects: ethno-cultural and gender valuation (Kichwa women, community women) and the specificity of intercultural bilingual teaching.
| Translated title of the contribution | Indigenous Teachers: Contributions of Bilingual Intercultural Higher Education to Teacher Training |
|---|---|
| Original language | Spanish (Ecuador) |
| Title of host publication | Políticas públicas, autonomía y participación docente en contextos de transformación y cambio |
| Publisher | Editorial Universitaria Abya-Yala |
| Pages | 247-261 |
| Number of pages | 15 |
| ISBN (Print) | 978-9978-10-392-0 |
| State | Published - 11 Nov 2019 |
CACES Knowledge Areas
- 111A Education