As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing inequality and bring about major disruptions in the students’ learning process. In this context, the makeup of our diverse Mexican society and school communities calls for a political framework that promotes equal education and ensures a way of constructing knowledge that is accessible to all; a perspective in education that respects traditional groups and cultures, especially those who are usually financially disadvantaged, such as indigenous people. This article examines measures taken to support provision of online education, in general, and indigenous groups, in particular. The data collection approach to support the findings consisted of reviewing official websites from UNESCO, the Mexican Ministry of Education, and three states with the largest number of indigenous people (IP). The findings suggest that the production of TV programs and school booklets in indigenous languages show a considerable effort to reach out to indigenous communities throughout the country. Nevertheless, the measures taken by the national and state governments may still be deemed limited and somewhat biased in favor of monolingual students.
The past fifty years have witnessed intense local and international gender equity activism. However, the gender landscape has not transformed significantly to reflect a gender equal and just space. Men continue to occupy top influential political and economic positions. While current theoretical work on gender has developed incisive analytic tools which problematise gender essentialism, normative gender stereotypes persist and continue to dominate the institutional practices in many management positions in technological institutions in Mexico. The purpose of this study was to interrogate gender representation in key management positions in the state technological institutes of the central zone of Mexico. We analysed employment and recruitment documents available on the national database and compared the statistics on gender lines to establish the percentage of male and female managers in the science and technological institutes. The results showed that a greater proportion of management positions were occupied by men who were underqualified academically and professionally. Though there were few women in these posts, those women had appropriate and relevant qualifications. We conclude that gender difference may be used to explain the gender biased employment practices in key leadership positions in the technological institutes in Mexico. We also suggest possible research, policy and practical implications beyond the borders of Mexico.
Higher education institutions play a critical role in research, innovation, and the production of knowledge, all of which are hallmarks of the 4th Industrial Revolution (4IR). To avoid continuing at a disadvantage, countries utilize policies that facilitate the generation of knowledge and, as a result, have an impact on the country's development. In this context, we look for understanding how the production of knowledge policies are implemented in a public Mexican university in the period from 2018 to 2021. For this study, a case study and documentary research were used. The results indicate that there is a policy framework that promotes research, innovation and teaching according to the 4IR; however, a closer look at the persons in charge of the production reveals that some researchers produce recognized knowledge while others, with the lower academic training, lack any production.
One of the critical indicators of a gender equal society is the proportional and balanced representation of male and female in all spheres of life. Within the higher education sector in Mexico, gender transformation and equality is measured through the proxy of increased access of female students in higher education. Such demographic changes are occurring as a response to feminist demands for gender equality. While we acknowledge the physical visibility of female academics and students in higher education, this has not been achieved without opposition from male defenders of the status quo. In this study we examine the perceptions of male students and male faculty with regards to the gender policies and their attitudes to the presence of more female students taking up Sciences and Engineering graduate programs. Focusing on the perspectives of men is crucial in gender issues since transformation which does not involving men will likely be opposed by men in defence of gender privileges. The findings reflect that male academics and students men were caught up in conflicting position of accepting the policies in principle but rejecting them in practice. This contradiction arose from deeply internalized and normalized gender stereotypes which deserve educational attention and pedagogical intervention. Officially, the gender policy has affirmed female access and participation in the Science and Engineering graduate program at NPI. However, cultural and institutional gender regimes have not yet aligned themselves to the new policy framework. The question remains as to whether men can change their perceptions about traditional gender roles and responsibilities in order to leverage gender equity and transformation for women justice. Despite literature that suggests that men should be partakers in the fight for gender equality, findings in this study have no affirmative answer to the question. Masinire and Sanchez-Cruz Men's perceptions of gender equality in education in Mexico 165
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