Indigenous knowledge and education from the Quechua community to school: beyond the formal/non-formal dichotomy

Elizabeth Sumida Huaman, Laura Alicia Valdiviezo

Research output: Contribution to journalArticle

6 Scopus citations


In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.

Original languageEnglish (US)
Pages (from-to)65-87
Number of pages23
JournalInternational Journal of Qualitative Studies in Education
Issue number1
StatePublished - Jan 1 2014



  • Indigenous community
  • Indigenous education
  • Quechua

ASJC Scopus subject areas

  • Education

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