Western and indigenous knowledges in intercultural bilingual education in Ecuador

Abstract

This article analyzes the relationships between indigenous and Western forms of knowledge in intercultural bilingual education (EIB) in Ecuador. The work shows that the tensions between both forms of knowledge reflect differences in the ways that indigenous leaders and communities understand the role of formal education. The article also argues that the allies of indigenous movements (religious groups, academics, NGOs, and others) and indigenous communities have different educational aims. Whereas allies and indigenous leaders see EIB as a tool to preserve indigenous language and culture, indigenous parents and students seek access to western forms of knowledge such as Spanish literacy, English, and computers. Communities do not underestimate indigenous knowledges based on oral narratives and elder wisdom. However, the article argues that indigenous individuals do not think that the school system is the right place for the reproduction of this wisdom. These knowledges are typically shared outside of school premises in the domains of the family and community. The author gathered the data for this article with a group of indigenous researchers through a collaborative methodology. Thus, this study contributes with internal and critical points of view that complement those of other studies.