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Accepted Paper:
FoK as a pedagogical strategy for recognition and coexistence in intercultural Chilean classrooms
Laura Luna Figueroa
(Pontificia Universidad Católica de Chile, Villarrica Campus)
The paper analyses the results of the applied research carried out in 5 Chilean multicultural schools in both indigenous and migrant contexts which were involved in the state funded project “Pedagogical practices to address cultural diversity: what can we learn from funds of knowledge approach?”.
Paper long abstract:
The paper analyses the results of the applied research carried out in 5 Chilean multicultural schools in both indigenous and migrant contexts which were involved in the state funded project “Pedagogical practices to address cultural diversity: what can we learn from funds of knowledge approach?”. Based on one school year ethnographic research, the results shows the opportunities offered by the implementation of simple activities that challenge the traditional school routines and that allows students engage with different forms of participation in the classroom with adults as with peers. Difficulties related to institutional and organizational constrictions such as the rigid school time schedule are also analysed. Despite them, the "strategy" had positive effects wich could be caught from the role of "observer participant" taken by ethnographers-facilitators and on the basis of students and teachers interviews.