This reflection explores the critical importance of decolonization in higher education, emphasizing the recognition and integration of Indigenous knowledges and epistemologies into teacher education courses. Drawing from a critical conversation with a Chilean academic deeply engaged in decolonial practices, the discussion highlights how…

Based on our present working-experience with a Mapuche kimche (sage) and a logko (spiritual and political leader), we aim at intervening in broader debates on the intersubjective and intercultural production of knowledge. To do so, we pay special attention to contemporary mandates and pervasive conceptions about forms of practicing a better, more…

This paper is a call for "counter-pedagogies of cruelty" and memory as counteractions to colonial technologies of violence, erasure, loss, and linear spatio-temporalities and notions of "progress." In this paper, the authors move across geographic locations in Abya Yala to expose and unpack overlapping and often unnamed…

In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and…

Higher-education classroom practices in Chile have historically followed the Eurocentric model in which the student is an 'empty vessel' and the instructor the one who fills it. This has led to the perpetuation of a specific model of knowledge creation and transmission that has historically ignored both non-Western cultures and knowledges but has…

The focus on the dialogic-"kishu kimkelay ta che" method is the result of extensive research, debates and reflections contextualized in the territorial, cultural, linguistic and social diversity of central-southern Chile. This research methodology considers the coexistence of the Chilean and indigenous Mapuche worldviews of the…

This article illustrates how Mapuche Indigenous knowledge (Kimun) and language (Mapudungun) incorporated into an Intercultural Bilingual Education (IBE) program of a school within a Mapuche context in Chile creates decolonizing counter-hegemonic narratives as forms of culturally relevant pedagogy. Based on a six-month school ethnography, this…

The IFLA/FAIFE (International Federation of Library Associations and Institutions/Committee on Free Access to Information and Freedom of Expression) Theme Report 2004 presents visions of how libraries can promote literacy and lifelong learning. The literacy process has to be recognised as inclusive of all ranges of communication, and it occurs at…