Spatially Proximate but Culturally Distant: Language Hierarchies and Multicultural Education in Paraguayan Border Schools

Abstract

Linguicism persists as a global education policy concern despite research on supporting linguistically marginalized students. This study examines tensions in a Paraguayan educational district located 80 kilometers from Brazil, where many residents identify as culturally Brazilian. The research draws on a framework of spatial imaginaries and language hierarchies, using school visits and interviews with educators across governmental, private, and mixed schools to examine educational practices. Findings reveal tensions among Spanish-, Guaraní, and Portuguese-speaking communities, divergent understandings of multiculturalism, and resource disparities across schools. Although students often are integrated in physical space, school leaders struggle to foster social integration.