Intercultural educational alternatives based on sustainability from Mexico: beyond school and cultural belonging

Rivera, Juan Carlos Aristizábal; Mendoza-Zuany, Rosa Guadalupe

doi:10.1080/14675986.2017.1334313

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…Although formal education contextualized according to each local culture helps to transmit TEK, some of its elements, such as practical knowledge, may continue to be affected, since they are often learned outside the classrooms, unlike other theoretical issues (for instance: names of plants) (Reyes-García et al 2010). Therefore, in addition to the theoretical ethnobotanical content and the participation of teachers, scientists and policy makers, the participation of TEK holders from the same communities is necessary in the design and implementation of activities that promote the transmission of TEK (Reyes-García et al 2010, McCarter & Gavin 2011, Sandoval-Rivera & Mendoza-Zuany 2017, Nigh & Bertely 2018; examples of those activities are ethnobotanical field trips, ethnogastronomic exhibitions, school garden projects, and storytelling, among others. Traditional knowledge plays a crucial role to outreach a healthy interaction with the environment and provides a channel for sustainable development (Mazzocchi 2006, Segger & Phillips 2015.…”

Section: Opportunities For Revitalizing Traditional Knowledgementioning

confidence: 99%

Comparison of traditional knowledge about edible plants among young Southern Tepehuans of Durango, Mexico

et al. 2021

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Background: Traditional ecological knowledge is an important part of biocultural heritage of societies; it has been reported their disappearance and in some cases this phenomenon has been associated with socioeconomic factors such as formal education. Questions and/or Hypotheses: How does traditional knowledge about edible plants vary between three groups of young Southern Tepehuans from different educational contexts? Study site and dates: Southern Durango, Mexico; September 2017 to November 2018. Methods: Traditional knowledge was compared among young Southern Tepehuan informants from three educational contexts: rural students, urban students and non-students. Each informant answered a questionnaire about 20 selected wild edible plants and wrote a free list of additional species. The results of these instruments allowed to determine a traditional knowledge grade per person. The statistical analyzes performed were ANCOVA and Chi-square tests. Results: Educational context, as well as age and gender proved to be variables statistically significant, not so the interaction between educational context and gender. Non-students hold the highest knowledge grade, and no significant difference was found in the traditional knowledge among rural and urban students. Conclusions: As has been documented in studies for other ethnic groups, our results suggest that traditional knowledge tends to disappear among Southern Tepehuans due to changes in lifestyles induced by formal education, such as reduced access to nature, nutritional transition and disuse of indigenous languages. To preserve the biocultural heritage, it is essential to apply novel strategies favoring alternative ways of knowledge transmission.

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Section: Opportunities For Revitalizing Traditional Knowledgementioning

confidence: 99%

Comparison of traditional knowledge about edible plants among young Southern Tepehuans of Durango, Mexico

et al. 2021

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Missing links between intercultural education and anthropogenic climate change?

Børhaug

2021

Intercultural Education

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Alternativas a la segregación escolar: estrategias desde la educación no formal

Iñiguez

2021

Educ. Educ.

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Este artículo analiza las estrategias, procesos y relaciones que se desarrollan en el ámbito no formal de la educación, para contribuir a resolver el problema de la segregación escolar en el contexto latinoamericano. Se identifica el vínculo entre segregación y exclusión y se exponen las características de los procesos educativos no formales que coadyuvan a la inclusión educativa. Se realiza un análisis cualitativo de diversas experiencias educativas, en diferentes países de América Latina, que presentan alternativas a la escolarización y acciones para el desarrollo de competencias relevantes de los estudiantes. Los resultados muestran que la educación no formal es un ámbito que abre posibilidades de formación, que en la educación escolarizada se ven limitadas por su tendencia a reproducir la exclusión social.

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Intercultural educational alternatives based on sustainability from Mexico: beyond school and cultural belonging

Cited by 3 publications

References 5 publications

Comparison of traditional knowledge about edible plants among young Southern Tepehuans of Durango, Mexico

Comparison of traditional knowledge about edible plants among young Southern Tepehuans of Durango, Mexico

Missing links between intercultural education and anthropogenic climate change?

Alternativas a la segregación escolar: estrategias desde la educación no formal

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