Presentation and discussion of the book Education and migration in Chile: multicultural teaching knowledge from the regions
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The activity was carried out as a live broadcast, through the YouTube channel of the Arturo Prat University of Chile, @UNAPTV (https://www.youtube.com/watch?v=I-r671cpBPw&t=529s), and its main objective was to present to society the digital book Education and migration in Chile: pluricultural teaching knowledge from the regions (Ariadna Ediciones, 2025); a work edited by the researchers María Loreto Mora-Olate and Sara Joiko Mujica and which had the financing of the National Research and Development Agency (ANID) of the Ministry of Science, Technology, Knowledge and Innovation of Chile, through the Fondecyt Postdoctoral projects of the editors (n°3230358 and n°º3210090, respectively). At the same time, this presentation aimed to foster dialogue around teaching experiences and migration in regional contexts.
First, Mora-Olate presented a summary of the editorial process, including a reference to the book's genesis and context: the first Chilean constitutional process. It was emphasized that the work, freely available on the Ariadna Ediciones website (https://ariadnaediciones.cl), is the result of a collaborative process, initiated in mid-2022, which involved external peer review by 16 researchers from Chile and abroad. These researchers evaluated the eight chapters, which consist of essays and accounts of intercultural pedagogical experiences; the latter being the central focus of the book. Another important aspect is that the contributions come primarily from classroom teachers working in regions of Chile, whether in public schools or community-based schools.
Secondly, researcher Cecilia Millán La Rivera, in her commentary on the work, alludes to the fact that it was written during a period of social and political upheaval in Chile, addressing migration and education within a particular sociopolitical context, thus signifying the book as a call for reflection on migration. To this end, she highlights that historical tensions are identified within the educational context: political unification versus cultural diversity, the normalizing pedagogy of the modern school, and the lack of teacher training to address cultural diversity; because despite legal advances, discrimination and prejudice against migrant students and families persist. The commentator concludes that the work, although focused on a specific area, is relevant to a broad audience due to the everyday presence of migration in society.
Thirdly, Professors Rosa Garín Obligado and Jazmín Wegener Subiabre, representing the book's authors, participated in a discussion, sharing their reflections prompted by the following questions: What were the main challenges of implementing the intercultural practice proposed and presented in the book? and How do you perceive the current work of schools in relation to the presence of migrant students?
Professor Garín detailed the implementation of a podcast project in a high school in Antofagasta to promote reading comprehension during the pandemic, highlighting the pedagogical innovation in response to remote learning. The challenges identified included a lack of expertise in podcast production and the need for ongoing teacher reflection. The project stands out for its success, measured by student participation and international recognition. Professor Wegener, for her part, examined the implementation of a popular education program aimed at the Haitian migrant population in the Tarapacá region (northern Chile). For her, the central challenge has been the urgent need to combat xenophobia and racism. The scarcity of institutional support and resources, along with the need for non-traditional interdisciplinary teams, constitute significant obstacles. Therefore, she emphasizes the importance of developing safe methodologies and environments for a vulnerable population.
Regarding perceptions of schools' current work with migrant students, Rosa highlights the need for a pedagogical transformation encompassing intercultural education, assessment, and the democratization of the teaching-learning process, emphasizing the importance of teacher training and dialogue. Jazmín, for her part, offers a critical view of the geopolitical context, arguing that the institutionalization of education limits attention to the needs of the migrant population, especially adults. She proposes a restructuring of teacher training that integrates perspectives from formal and popular education, fostering a reflective and anti-racist practice that values diversity and challenges established paradigms.
From this presentation and discussion, it is concluded that for practicing and trainee teachers, reading
First, Mora-Olate presented a summary of the editorial process, including a reference to the book's genesis and context: the first Chilean constitutional process. It was emphasized that the work, freely available on the Ariadna Ediciones website (https://ariadnaediciones.cl), is the result of a collaborative process, initiated in mid-2022, which involved external peer review by 16 researchers from Chile and abroad. These researchers evaluated the eight chapters, which consist of essays and accounts of intercultural pedagogical experiences; the latter being the central focus of the book. Another important aspect is that the contributions come primarily from classroom teachers working in regions of Chile, whether in public schools or community-based schools.
Secondly, researcher Cecilia Millán La Rivera, in her commentary on the work, alludes to the fact that it was written during a period of social and political upheaval in Chile, addressing migration and education within a particular sociopolitical context, thus signifying the book as a call for reflection on migration. To this end, she highlights that historical tensions are identified within the educational context: political unification versus cultural diversity, the normalizing pedagogy of the modern school, and the lack of teacher training to address cultural diversity; because despite legal advances, discrimination and prejudice against migrant students and families persist. The commentator concludes that the work, although focused on a specific area, is relevant to a broad audience due to the everyday presence of migration in society.
Thirdly, Professors Rosa Garín Obligado and Jazmín Wegener Subiabre, representing the book's authors, participated in a discussion, sharing their reflections prompted by the following questions: What were the main challenges of implementing the intercultural practice proposed and presented in the book? and How do you perceive the current work of schools in relation to the presence of migrant students?
Professor Garín detailed the implementation of a podcast project in a high school in Antofagasta to promote reading comprehension during the pandemic, highlighting the pedagogical innovation in response to remote learning. The challenges identified included a lack of expertise in podcast production and the need for ongoing teacher reflection. The project stands out for its success, measured by student participation and international recognition. Professor Wegener, for her part, examined the implementation of a popular education program aimed at the Haitian migrant population in the Tarapacá region (northern Chile). For her, the central challenge has been the urgent need to combat xenophobia and racism. The scarcity of institutional support and resources, along with the need for non-traditional interdisciplinary teams, constitute significant obstacles. Therefore, she emphasizes the importance of developing safe methodologies and environments for a vulnerable population.
Regarding perceptions of schools' current work with migrant students, Rosa highlights the need for a pedagogical transformation encompassing intercultural education, assessment, and the democratization of the teaching-learning process, emphasizing the importance of teacher training and dialogue. Jazmín, for her part, offers a critical view of the geopolitical context, arguing that the institutionalization of education limits attention to the needs of the migrant population, especially adults. She proposes a restructuring of teacher training that integrates perspectives from formal and popular education, fostering a reflective and anti-racist practice that values diversity and challenges established paradigms.
From this presentation and discussion, it is concluded that for practicing and trainee teachers, reading
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Presentation and discussion of the book Education and migration in Chile: multicultural teaching knowledge from the regions. (2026). Encuentros. Revista De Ciencias Humanas, Teoría Social Y Pensamiento Crítico, 27 (mayo-agosto), 523-525. https://doi.org/10.5281/
References
Esta reseña cuenta con el financiamiento de los Proyecto Fondecyt de Postdoctorado n°3230358 y n°3210090 Agencia Nacional de Investigación y Desarrollo (ANID). Ministerio de Ciencia, Tecnología, Conocimiento e Innovación de Chile, de los cuales la autoras, respectivamente, son investigadoras responsables.