The Mapuche are an indigenous people located in west-central Argentina and south-central Chile more generally (Bengoa, 2011). Since the 16th century Spanish conquest of Chile, the Mapuche have been marginalized as a result of their minority ethnolinguistic status in society. Consequently, this stigma has led to educational inequity for Mapuche students. Current pedagogical practices in education for Mapuche have been based on assimilationist approaches that are fixed on dominant language and cultural practices. Consequently, this has resulted in ethnic disparities and the denial of minority language rights for Mapuche from post-primary and through higher education (Fones, 2016). The current educational reality does not consider the epistemological
