Daring to Change: The Potential of Intercultural Education in Aymara Communities in Chile

The following article presents a project in teacher training in northern Chile that was meant to provoke an attitudinal change toward native culture among rural school teachers working in one Aymara district. In keeping with participatory research methods, the project also sought to probe into the dynamics at play in the teachers' position. The conclusions drawn from this experience suggest that hegemonic barriers stand in the way of broadening the scope of intercultural education in plural, democratic societies.