The region known as South America was divided into different independents’ nations after European colonisation (Nahuelpán et al., 2019; Diaz Polanco & Rayas, 2019). The formation of these nations resulted in the separation of some Indigenous groups. Indigenous peoples were compelled to pay tribute and collaborate with the colonisers (Diaz Polanco & Rayas, 2019). Indigenous peoples were declared citizens after the nineteenth century, but it was not until 1990 that their rights were recognised (Samson & Giroux, 2016). Indigenous groups left their traditional lands and migrated to large cities due to inadequate policies and social conditions. Their relocation impacted the conservation and protection of their traditional knowledge and culture. As a result, Latin American countries enacted Indigenous Laws to protect indigenous groups. These laws also impacted on the development of educational policies. In Chile, for example, the Indigenous Law (Ministry of Planning and Cooperation of Chile, 2017) advised that Indigenous culture should be incorporated into the learning process (Williamson, 2004). Nevertheless, scholars around the globe suggest that the Western model of Latin American education is damaging Indigenous traditions (Baeza, 2021, Ortiz, 2009; Poblete, 2003; World Bank, 2015). Currently, educational policies still do not consider the Indigenous experiences and vision of colonisation (McKinley & Smith, 2019).
The understanding of Indigenous perceptions could significantly improve teaching practice in local schools (Baeza, 2021). Particularly in rural areas where the Indigenous population is high, families are crucial in supporting teachers (Kline et al., 2013). Improving parents’ community engagement has substantial benefits. Firstly, family’s engagement increases Indigenous children retention at schools (Anderson & White, 2011). Second, it reduces teachers’ classroom isolation (Gonzalez, Moll & Amantti, 2005). Finally, as a result of interactions between Indigenous families and school staff, the community becomes more prosperous and peaceful, contributing to improved learning outcomes (Anderson & White, 2011; Harrison & Sellwood, 2016).
In order to connect Indigenous communities and schools, some colonised countries like Australia and Chile have incorporated an Aboriginal Education Worker or Traditional Educator into the classroom. A traditional educator is a member of the local Indigenous families who supports Indigenous students' learning by passing on local knowledge (Harrison & Sellwood, 2016). Similarly, countries such as Colombia and Guatemala have given families some agency in their school decisions. For example, a school meeting may be held to inform about the agricultural schedule (McEwan, 2008). There is a lack of studies related to Indigenous communities' vision regarding school. Nevertheless, contributing to social justice research, this paper explores community engagement, the relationship between Indigenous families and teachers, and the experience of the traditional educator in the context of Indigenous communities in the Atacama Desert of Chile. By listening to the voices of Indigenous people this paper answered the question: How do Indigenous people and teachers perceive incorporating Indigenous knowledge and traditions into local schools?
This study adopted a Postcolonial Indigenous approach that emphasises the significance of traditional knowledge in identifying relevant solutions to local issues, especially for minorities who have suffered from the effects of colonisation (Chilisa, 2012). The interaction and incorporation of Indigenous knowledge in research that promotes social justice are crucial (Chilisa, 2012; Singh & Major, 2017; Smith, 2012). This research highlighted Indigenous Peoples’ voices, respects their perceptions, traditions and protocols. Furthermore, as a right-based study, this study recognises the Declaration on the Rights of Indigenous Peoples (United Nations, 2008) acknowledging that the preservation of Indigenous traditions is critical in developing a rich culturally diverse society.