Finding the pedagogy for Intercultural Bilingual Education in the urban school: a qualitative case study of two non-Aymara teachers in Tarapaca, Chile

Qualitative case study of two non-Indigenous teachers that teach Indigenous language and culture, under the frame of the Intercultural Bilingual Education Program (IBEP), in an urban school of Tarapacá, Chile. Data was collected in Chile by conducting class observations and interviews with each participant. Adopting a postcolonial theoretical framework in conjuction with Paulo Freire's concepts of pedagogy, the discussion presented in this thesis reveals decolonising consistencies and contradictions in the daily teaching routine of these two teachers by analysing their own perceptions of what their roles and pedagogical practices should be like according to their socio-cultural experiences and the context where they work at.