Abstract
Discourses on diversity and education and, more specifically, on intercultural education are multiple and fragmented in various terrains: in the educational literature, in official policies and in the implementation of intercultural education in specific programmes and contexts. Differing terminology and varied conceptualisations reveal a field with complex struggles over meaning (May, 1999; May and Sleeter, 2010; Dietz, 2009). In Peru, over the past 30 years, diverse approaches to intercultural education have evolved. Distinctions could be made between political and technical discourses, between interculturalism for all and intercultural education only for indigenous peoples and between intercultural education as adaptation or as transformation (Aikman, 2012). Currently, the Peruvian government, non-governmental organisations (NGOs) and indigenous organisations all formulate their own definitions of intercultural bilingual education (IBE) and hence reveal different views of education in relation to society. In fact, various studies discuss the distinct ways in which different types of social actors conceive interculturality, intercultural bilingual education, and the purposes that IBE serves (Valdiviezo, 2009; Peschiera, 2010; Tubino and Zariquiey (MS), Aikman, 2012) and how this translates into a wide range of practices in the classroom.
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