This article is based on empirical data from a 16-year long-term research commitment in Chile. The program positions Spanish-speaking students and their families as knowledgeable, challenging monolingual (practicing and training) educators in the United States around beliefs and views that tend to marginalize immigrant students and their families in the U.S. We draw on the narratives of Chilean families and educators, along with participants from the U.S., to exhibit the power of an intentional context that turns the Spanish-speaking position as deficient that dominates the U.S. public, academic, and educational landscape. The article ends with a discussion on how positioning linguistically diverse students and rich in knowledge support the cultural competency.
Keywords:
Multicultural pedagogy, study abroad, glocality, international education
Varner, K. J., Stone, M., Vo, T., Schrader, P. G., Díaz, C., & Hays, D. (2021). Pedagogical and culturally relevant interactions between American and Chilean teachers. Revista Chilena De Pedagogía, 2(2), 57–80. https://doi.org/10.5354/2452-5855.2021.60343
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