Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador

Resumen

This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the “Monday morning assembly,” a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice. (This article is provided in English only.)