Focusing on indigenous education in South America, this text examines the relationship between theoretical and methodological developments and formal practice. It analyses the conceptual basis of various models of intercultural education, particularly the use of terms such as "bilingual/biliterate education", "culture" and "curriculum". The book also considers the uses and meanings that mother-tongue literacy has for different indigenous peoples and studies the possibilities for adopting literacy practices which support rather than undermine traditional oral practices.
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