[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-594208-en":59,"doc-seo-594208-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79},594208,2336478945635,"Kurz","https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Highlighting the voice of Indigenous communities for education - Findings from a case study in rural Chile","Indigenous education debates rarely reflect how Indigenous peoples view the schooling their children receive or how traditional knowledge can be incorporated into classrooms. This paper presents a decolonising rights-based case study focused on Atacameños communities in rural Chile’s Atacama Desert. It examines community needs for children and teacher education, including the experiences of traditional educators who transmit local knowledge. Findings indicate community members value engagement for local knowledge inclusion, yet perceive limited participation in school organisation and call for greater recognition of traditional educators to reduce gaps with local schools.","Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile  \nAngela Baeza Peña1, Peter Anderson2 and Simone White2  \n1 Carumba Institute, Queensland University of Technology, Victoria Park Road, Kelvin Grove, QLD 4059, Australia, [email:](email: angela.baeza@qut.edu.au)[ ](email: angela.baeza@qut.edu.au)[angela.baeza@qut.edu.au](email: angela.baeza@qut.edu.au)  \n2 Indigenous Research Unit, Griffith University, QLD 4111, Australia  \n3 School of Education, RMIT University, VIC 3000, Australia  \nThe issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their children are receiving or how to incorporate their traditional knowledge inside the classroom. This paper shares such a study and explores the views of Indigenous people living in rural communities of the Atacama Desert of Chile. Views are shared about the needs of their children and that of teacher education. Using a decolonising rights-based methodology, the study aimed to highlight the voices of Atacameños people, who talked about their relationship with schoolteachers, their role in supporting schools and the role of the traditional educator. Findings suggest that even though Indigenous community members perceived their engagement as key in incorporating local knowledge inside the classroom, they realised they are not actively participating in school organisation. There is also a perception that the role of the traditional educator needs to be valued more because they are crucial for reducing the gap between the Indigenous community and local schools.  \nKeywords: Indigenous peoples, Indigenous education, traditional educator, decolonising  \nmethodology  \nIntroduction  \nResearch in Indigenous education has highlighted the importance of empowering Indigenous families to make decisions about their children’s education (Anderson & White, 2011; Harrison & Sellwood, 2016; Mellado & Huaiquimil, 2015; Quintriqueo et al., 2017) . These studies suggest that Indigenous communities could better support schools in incorporating local knowledge into the classroom, improve students’ outcomes and help to keep Indigenous culture alive. There have been few studies on the perspectives of Indigenous community members on education. Nonetheless, understanding the perspectives and beliefs of local Indigenous communities about education is critical for developing new initiatives to improve learning in Indigenous contexts. This study contributes empirical knowledge about the Chilean Indigenous community, making it a unique contribution to Indigenous education, particularly in Atacameño contexts.  \nContributing to a social justice research agenda, this paper reports on a study that explored community engagement, the relationship between Indigenous communities and school, and the experience of the traditional educator (a member of a local Indigenous family who supports Indigenous students’ learning by passing on local knowledge) in the context of rural, remote Indigenous communities in the Atacama Desert of Chile. By listening to the voices of Indigenous people, this study focused on the question: How do Atacameños Indigenous people perceive the incorporation of Indigenous knowledge and tradition in schooling?  \nA rights-based approach  \nThe study adopted a post-colonial Indigenist rights-based approach that emphasises the significance of traditional knowledge in identifying relevant solutions to local issues, especially for minorities who have suffered from the effects of colonisation (Chilisa, 2012) . The relationship between people and nature provides the foundation for Indigenous knowledge. Indigenous groups developed their own knowledge for solving quotidian problems, and this knowledge cannot be separated from the context","cbCaigctfUBQODpo","https://ap.wps.com/l/cbCaigctfUBQODpo","pdf",301739,"English","en",105,"# Methodology\n## A rights-based approach\n# Introduction\n# Literature review\n## International context","[{\"question\":\"What question does the case study focus on?\",\"answer\":\"It asks how Atacameños Indigenous people perceive the incorporation of Indigenous knowledge and tradition in schooling.\"},{\"question\":\"Which methodology guides the study?\",\"answer\":\"The study uses a decolonising, post-colonial Indigenist rights-based methodology that foregrounds traditional knowledge and Indigenous voices.\"},{\"question\":\"What do findings suggest about community engagement in schools?\",\"answer\":\"Community members see their engagement as key for incorporating local knowledge, but they recognize they are not actively participating in school organisation.\"}]","Highlighting the voice of Indigenous communities for education - Findings from a case study in rural Chile | PDF",1792078725,48,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"highlighting-the-voice-of-indigenous-communities-for-education-findings-from-a-case-study-in-rural-chile","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/highlighting-the-voice-of-indigenous-communities-for-education-findings-from-a-case-study-in-rural-chile/594208/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/highlighting-the-voice-of-indigenous-communities-for-education-findings-from-a-case-study-in-rural-chile/594208.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":19},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What question does the case study focus on?","Question",{"text":128,"@type":129},"It asks how Atacameños Indigenous people perceive the incorporation of Indigenous knowledge and tradition in schooling.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"Which methodology guides the study?",{"text":133,"@type":129},"The study uses a decolonising, post-colonial Indigenist rights-based methodology that foregrounds traditional knowledge and Indigenous voices.",{"name":135,"@type":126,"acceptedAnswer":136},"What do findings suggest about community engagement in schools?",{"text":137,"@type":129},"Community members see their engagement as key for incorporating local knowledge, but they recognize they are not actively participating in school organisation.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792190954]