Critical Pedagogies for Reappraising Indigenous Knowledge and Diversity in Rural Peru

The Voices of Two Rural Teachers

Authors

DOI:

https://doi.org/10.47381/aijre.v34i2.716

Keywords:

Peruvian rural teachers, Quechua, critical pedagogies, social justice in education

Abstract

Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru’s educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural backgrounds. Within this scenario, critical perspectives in education have emerged from the voices of historically marginalised educational actors: rural teachers. Two rural teachers from small towns in Cusco and Ayacucho (in the southern highlands of Peru) participated in narrative research to explore their practices of social justice in education. The aim of this paper is to examine their practices through critical pedagogies. The findings reveal that a crucial role of the Indigenous language, Quechua, is in making an inclusive reappraisal of the local culture. The teachers sought to empower their pupils by applying Freirean concepts of critical consciousness and dialogue through creative activities. They acknowledged the role of parents and the community who value diversity and local culture and support their critical pedagogical practices in schools. In this case, social justice in education was addressed by valuing Indigenous culture and placing it in dialogue with Western knowledge.

Author Biography

Silvia Espinal-Meza, University of Bristol

Silvia Espinal-Meza is a PhD researcher in Education (Comparative and International Research in Education) at the University of Bristol, UK. She has a BA in sociology and an MA in development studies from the Pontificia Universidad Catolica del Peru. She is a lecturer, researcher and adviser with more than 10 years of experience in the fields of sociology of education, pedagogies for social justice and research methods in Peru and the UK. Silvia is a sociologist interested in critical perspectives to understand education and social justice. Her doctoral research focuses on the narratives of social justice and critical pedagogies from the voices of teachers in rural Peru.

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Published

18-07-2024

How to Cite

Espinal-Meza, S. (2024). Critical Pedagogies for Reappraising Indigenous Knowledge and Diversity in Rural Peru: The Voices of Two Rural Teachers. Australian and International Journal of Rural Education, 34(2), 71–86. https://doi.org/10.47381/aijre.v34i2.716