Beyond the universalist model: examining contested national narratives to enable intercultural education as a human right

Abstract

Intercultural bilingual education (IBE) is an education policy that has had a significant impact across Latin America as it has contributed to the expansion of fundamental human rights for historically marginalised populations throughout the continent, in the context of changes to international standards on the rights of Indigenous peoples and children. In Argentina, IBE schools primarily serve Indigenous children, providing a space where their linguistic and cultural heritage is recognised and valued. Schools have increasingly gained autonomy in teacher selection, the prioritisation of Indigenous languages, and the development of complementary curricula. This article seeks to contribute to the debate on the relevance of incorporating complex historical narratives into IBE schools, with the aim of moving beyond singular and hegemonic interpretations of history. Focusing on public policy and on historical commemoration, it argues that acknowledging historical complexity and embracing alternative narratives are essential for fostering a more inclusive educational system.