Family participation of indigenous Mapuche mothers in rural school education in Chile

Abstract

The article presents research findings that explore the challenges faced by indigenous families in fostering bonding and participating in their children’s education within rural multigrade schools in Mapuche communities in La Araucanía, Chile. The present study employs a descriptive qualitative methodology. The study involved thematic analysis to identify both explicit and latent themes regarding indigenous family participation in multigrade educational settings within a rural context. Results indicate that Mapuche parents experience low levels of involvement in their children’s education, attributable to limitations at three levels: organizational, relational, and psychological. These factors significantly hinder family engagement in the educational process. The primary conclusions emphasize the urgent need to enhance communication, build trusting relationships, and provide tools and support for families. Such measures are essential for strengthening connections with teachers and ensuring the educational success of Mapuche children and youth in rural schools.