Conversations on Indigenous Education, Progress, and Social Justice in Peru (Conversaciones sobre Educación Indígena, Progreso, y Justicia Social en el Perú) (pp. 10-25)

Abstract

This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only) --------------------------------------------------------------------------------------------------------------------Este artículo intenta expandir nuestras definiciones de educación en el contexto de un mundo globalizado. De esta manera, el artículo presenta una crítica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposición es el resultado de procesos históricos basados en la marginalización de poblaciones Indígenas con el propósito de enriquecer materialmente a las sociedades occidentales. La discusión finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participación Indígena en el diseño de la educación, y que destacan la contribución de los movimientos políticos y culturales al desafío de los discursos esencializados sobre los pueblos Indígenas y sus relaciones con el desarrollo de educación. (Este artículo se ofrece solamente en inglés.)

Oppositionally‐intertwined ecologies: A single‐system, multi‐theory mapping of marginalized students’ experiences

“…At the same time, Sumida Huaman's (2020) writing elucidates the values and knowledge systems that guide Indigenous community members, such as an epistemic connection to place, community, and family. Indigenous communities in these regions have been able to maintain their own customs, traditions, and values that sustain their cultures (Levitan & Johnson, 2020; Steele, 2018; Sumida Huaman, 2013), and have successfully created movements for their rights, self‐governance, self‐development, and power reclamation.…”

Ethical Relationship Building in Action Research: Getting out of Western Norms to Foster Equitable Collaboration

“…In the case of Quechua speaking communities, I acknowledge here and cite articles that discuss overt and covert violence reported elsewhere that continues to bring to light the many issues faced by marginalized communities. (see e.g., Alfred & Corntassel, 2005;Ames, 2012;Archuleta, Child & Lomawaima, 2000;Crivello, 2011;Huaman, 2013;Lomawaima, 1999;and Trask, 1999 to name a few). In this paper, it is my assumption that if an individual is reading the article they are interested in developing just relationships and would not perpetuate violence on others, but are working against violence.…”