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Argentina

Like in many other Latin American countries the movement towards IBE didn’t gain momentum in Argentina until the 1980s and 1990s especially considering the political environment it was in. (see The dirty war) After democracy was restored in the country, there was new initiative within the country to make ethnic minorities more visible which led to the development and implementation of IBE. According to their last census, Argentina possess 20 different indigenous groups with 14 different indigenous languages. The total indigenous population however is a small percentage of the total population especially in comparison to surrounding countries as it sits at less than 10%. After the overthrow of the dictatorship and the reestablishment of democracy in the country, these indigenous populations in theory should have gained more agency and representation when legislation created during this time recognized their existence within the country and outlined the rights they had as citizens of it.

The implementation of the IBE program has been portrayed as one that would combat the ethnic divisiveness the country experienced before and during the political unrest of the 1970s. It was presented as a method and education policy that would do away with stereotypes and help appreciate and tend to the sociocultural diversity of the nation. However the placement of IBE under the supervision of the National Office of Compensatory Programs at the Department of Equity and Quality and not under the Ministry of Education in 2004, gave the impression to some that these education policies were not seen as important to core instruction for the nations which undermines the struggles that indigenous populations have experienced in attaining educational policies that are tailored to their needs. In 2007, IBE was reassigned to the National Office of Curricular Management and Teacher Training at the Ministry of Education, which for many within the country is promising to the future of IBE although there is yet to be any data that would support any claims of improvement. Further concerns arose about education; especially from those in IBE when there was a decentralization of education in the nation meaning provinces now help control over the education sector. However, for many this only widened the education and achievement gap because federal spending decreased across the board and funding came from the individual province meaning these IBE schools and programs received much less funding overall because they tended to be situated in less economically powerful provinces given the indigenous populations of Argentina are among the poorest in the nation.

Argentina has also encountered the problem of providing sufficient education and levels of education consistent with the IBE method. The Argentinian education system is structured with four levels being preschool, elementary, high school, and higher education. Among those levels it also offers different categories under which a student can study for example, artistic education, rural education, special education and IBE along with other options. However, there are fewer and fewer options and opportunities for those on the IBE path as the levels progress with no official source of higher education within the IBE category.

Chile

Compared to other countries in the region the indigenous population in chile is relatively small. This then leads different obstacles when establishing an IBE model in the country. IBE became a significant model in the educational policies since Law 19.253 was passed in 1993 and established IBE  in Chile.

Due to the low populations and the low number of qualified teachers to implement the IBE model, Chile has had some difficulties in establishing successful long term program equipped with not only enough teachers but also enough students. For example the Mapuche people of Chile now exist as a mostly urban population. Although this could provide better opportunity for education this does not mean that the education they receive is tailored to their cultural or linguistic needs. This is also problematic considering that the majority of schools were commissioned in rural areas.

Mexico

Since the Mexican Revolution in the early 1900s strong nationalist movements have enveloped the country until the late 1908s and early 1990s when the Indigenous communities of Mexico received more recognition and amendments to the constitution stated that these communities had the right to learn and maintain their language and culture throughout education. Large indigenous Communities in the Yucatan Peninsula and in the State of Chiapas were the first to begin implementing an IBE model during this time period.

Although Mexico has had one of the largest investment in IBE in the region it still encounters a variety of obstacles in order to achieve success with the model. There is a high demand for qualified teacher in order to serve the number of students in IBE programs and be able to continue with the IBE models in education beyond primary education. Geography has also become a physical obstacle such that there is no one concentration of indigenous populations in Mexico but rather are spread throughout the country

_______________________________________________________________________________________________________________ Notes


 * 1) Modern Use
 * 2) Countries: to what degree are indigenous languages losing speakers.
 * 3) Mexico
 * 4) Garcia, O., & Velasco, P. (2012). Insufficient language education policy: Intercultural bilingual education in chiapas. Diaspora, Indigenous, and Minority Education, 6(1), 1-18. doi: http://dx.doi.org/10.1080/15595692.2011.633129
 * 5) http://dx.doi.org/10.1080/14675986.2011.592019
 * 6) Chile
 * 7) Espinoza Alvarado, M.(2016). Contextos, metodologías y duplas pedagógicas en el Programa de Educación Intercultural Bilingüe en Chile: una evaluación crítica del estado del debate. Pensamiento Educativo.
 * 8) Revista de Investigación Educacional Latinoamericana, 53(1), 1-16.
 * 9) Ecuador
 * 10) http://dx.doi.org/10.17163/alt.v11n2.2016.06
 * 11) Argentina
 * 12) Carolina Hecht, A. (2014). An analysis of intercultural bilingual education in argentina. Journal for Multicultural Education, 8(2), 70. Retrieved from http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1660759049?accountid=14244
 * 1) Carolina Hecht, A. (2014). An analysis of intercultural bilingual education in argentina. Journal for Multicultural Education, 8(2), 70. Retrieved from http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1660759049?accountid=14244

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