Too little – too late? Diversity and inclusion in bi-ethnic preschool classrooms in Chile

Abstract

Introduction: In indigenous contexts the human right of intergenerational transmission of culture and language is not always guaranteed. Objective: This study investigated to which degree pedagogical practices were implemented to promote the acceptance of diversity and the inclusion of Mapuche culture and language in 62 preschool classrooms shared by indigenous Mapuche and non-indigenous children in the south of Chile and examined whether the degree of implementation differs between public and private-subsidized educational establishments (EE). Methodology: A quantitative rating scale was used to measure the degree of promoting acceptance of diversity and inclusion of ethnic diversity based on extended classroom observations and preschool teacher interviews. Results: In 90,3% of the classrooms the acceptance of diversity and inclusion of Mapuche language and culture was promoted to an inadequate or minimal degree. Nevertheless, the results were significantly more favorable for public EE compared to private-subsidized EE. Conclusion:  The findings provide new evidence of the urgent need to improve the intercultural education for preschool children in interethnic contexts in Chile to impede the invisibilization of indigenous culture and devaluation of indigenous knowledge.