Designing a deep intercultural curriculum in higher education: co-constructing knowledge with Indigenous women

Abstract

The development of intercultural curriculum in contexts with Indigenous populations has usually been approached from the perspective of the hegemonic culture, which has strengthened its assimilatory and acculturative character, subalternating Indigenous knowledge. Following a community-based participatory action research, this study aims to contribute from the participants’ voices, to establish the basis of an intercultural curriculum considering the dialogue of Indigenous and academic knowledge systems. The study involved 99 Indigenous and non-Indigenous representatives from Bolivia, Colombia, Ecuador, and Argentina, involving 33 Indigenous communities. The results point to six fundamental challenges considering the inclusion in the curriculum of Indigenous spiritualities, the concept of good living, healing, gender perspectives from their worldview and strengthening leadership, as well as considering an in-depth perspective of interculturality, complementarity, and reciprocity as methodological principles. The process developed provides a model for the collective construction of knowledge based on participation and communities’ voices.