Urban indigenous peoples and their right to intercultural education

Abstract

Perspectives on 'indigenous peoples' and 'their educational needs' have changed over time and have led to numerous acknowledgments in international human rights law and national law, even though indigenous peoples’ views have often been ignored. In this study, we aimed to analyze the legal tools available and their extent and effectiveness to redefine the right to education of indigenous peoples, through the view of indigenous and non-indigenous educators who work on intercultural projects. We analyzed their perceptions on the current educational model, the State proposal on intercultural education and the possibilities of its implementation in state-run secondary schools in Buenos Aires. In order to do so, we have followed the qualitative method, with a focus on their experiences and perceptions to achieve visibility of local and situated knowledge, through open interviews, legislation analysis, and feedback from those interviewed.