Intercultural Competences in Primary School Teachers' under the Urban Context of Huaraz City, Peru: An Ethnographic and Educational Analysis

Autor/inn/en	Alvarado-Caushi, Eliseo; Bellido-García, Roberto Santiago; Cruzata-Martínez, Alejandro; Alhuay-Quispe, Joel
Titel	Intercultural Competences in Primary School Teachers' under the Urban Context of Huaraz City, Peru: An Ethnographic and Educational Analysis
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 35 (2022) 2, S.176-193 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alvarado-Caushi, Eliseo) ORCID (Bellido-García, Roberto Santiago) ORCID (Cruzata-Martínez, Alejandro) ORCID (Alhuay-Quispe, Joel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2020.1797209
Schlagwörter	Intercultural Communication; Cultural Awareness; Multilingualism; Elementary School Students; Racial Bias; Racial Discrimination; Rural Areas; American Indian Students; Urban Areas; Ethnography; American Indian Languages; Cultural Pluralism; Teacher Student Relationship; Knowledge Base for Teaching; Teacher Characteristics; Foreign Countries; Teaching Methods; Teacher Attitudes; Elementary School Teachers; Peru + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Mehrsprachigkeit; Multilingualismus; Racial discrimination; Rassismus; Racial bias; Rural area; Ländlicher Raum; Urban area; Stadtregion; Ethnografie; Kulturpluralismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Based on need for intercultural approach to cultural and linguistic diversity in primary school students, this article shows racist attitudes and discrimination against rural, Andean and Quechua context in culturally different social groups. This situation raises the following question: how do the intercultural competences of primary school teachers manifest themselves in urban context of Huaraz city, Peru? Methodology used is educational ethnography with interpretative, sociocritical and humanistic features, whose design and development are summarized in three moments: pre-configuration, configuration and reconfiguration of reality. Also, theoretical, and empirical methods such as the participant observation and the in-depth interview applied to teachers were used. Findings refer presence of rural students who speak Quechua in the school; shortcomings in the approach to intercultural diversity; and shortcomings in intercultural competences of urban teachers. Finally, we conclude there is a need to develop intercultural competences in teachers to ensure an education and intercultural society. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01