This article explores the sense of belonging promoted by the current program of Educación Intercultural Bilingüe (EIB) of the province of Neuquén for Mapuche children, examining the design and implementation of this program. The analysis reveals how this program reinforces a hegemonic definition of Mapuche identity, which relegates Mapuche culture to times past and to a rural setting. At the same time, the program subordinates the Mapuche identity to the provincial realm, and merges it with the Argentine and Catholic identities in supposed “harmony.” [Mapuche childhood, sense of belonging, bilingual intercultural education, Indigenous policy]
If you can't find a tool you're looking for, please click the link at the top of the page to "Go to old article view". Alternatively, view our Knowledge Base articles for additional help. Your feedback is important to us, so please let us know if you have comments or ideas for improvement.