Introduction to the Special Issue: Rethinking Indigenous Education from a Latin American Perspective

Rockwell, Elsie; Gomes, Ana Maria Rabelo

doi:10.1111/j.1548-1492.2009.01030.x

Cited by 40 publications

(26 citation statements)

References 6 publications

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“…Native peoples' major challenges concurrently point to unique opportunities and resources that could inform school reform at all levels. Finding solutions well-suited to their political, cultural, ecological, and linguistic context is of great importance for educators (Morales and Caballero 2002;Eiss 2004;Mendes 2005;Schroder 2006;Howard 2009;Rockwell and Gomes 2009;Burford et al 2012).…”

Section: Regional Perspective From Latin Americamentioning

confidence: 99%

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

Jacob

Cheng

Porter

2014

Indigenous Education

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Introducing a topic as broad and important as indigenous education is difficult to do in a series of volumes, let alone in a single book. The focus of our book and this chapter is to highlight the interconnectedness of indigenous peoples in families, communities, nation states, and worldwide. We begin by defining foundational key terms (indigenous, indigeneity, and indigenous education) to provide readers with the standpoint from which we ground the focus of this book. We also introduce three issues of paramount importance to indigenous educationlanguage, culture, and identity. The chapter also examines indigenous education literature from a global perspective as well as from six major geographic regions. Next, we introduce the 21 additional chapters in this book. Finally, a clarion-like call to action is made to indigenous leaders, policy makers, and educators everywhere to underscore the need that indigenous peoples have for representation, equality, and the ability to preserve their languages, cultures, and identities.

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Section: Regional Perspective From Latin Americamentioning

confidence: 99%

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

Jacob

Cheng

Porter

2014

Indigenous Education

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“…En el caso específico de la educación intercultural en el contexto indígena en América Latina, se hace evidente la importancia que adquieren las nociones de bilingüismo, etnicidad y la construcción del concepto de pueblos indí-genas desde los diferentes programas educativos del Estado (Chiodi y Bahamondes 2001;Dietz 2003;Rockwell y Gómez 2009;Szulc 2009). …”

Section: Lo Intercultural Y Lo Multiculturalunclassified

Prácticas y discursos pedagógicos en Toconao: Cultura, patrimonio e interculturalidad

Catalán

2013

Estud. atacam.

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ResumenSe analizan los procesos de implementación del Programa de Educación Intercultural Bilingüe (PEIB) orientado al pueblo licanantay, específicamente en la escuela de Toconao (comuna de San Pedro de Atacama). Se pone énfasis en las prácticas y discursos pedagógicos que construyen ciertas representaciones étnicas desde la escuela, y que se establecen como un espacio de re-elaboración de nociones sobre lo étnico, lo intercultural y "lo licanantay". Presentamos varios ejes de análisis en los cuales se puede articular una comprensión antropológi-ca sobre la tensión entre la función homogeneizadora de la escuela y el nuevo papel de estímulo a las diferencias culturales, y a la diversidad que le asignan las políticas públicas educativas en el contexto de la Ley Indígena 19.253 y la Reforma Educativa. Finalmente, aportamos discursos y prácticas registradas etnográficamente para plantear la complejidad de los procesos de negociación y resistencia que ocurren en la escuela, bajo la óptica de llevar a cabo la "educación intercultural". Palabras claves: educación -interculturalidad -etnicidad -Atacama -nortede Chile -Andes Centro-Sur. Abstract This paper analyzes the process of implementation of the Programa de Educación Intercultural Bilingüe (PEIB; Intercultural Bilingual Education Program) focused the Licanantay people, specifically at the Toconao School (San Pedro de Atacama). We examine the schooling practices and discourses that construct representations about the ethnic, intercultural, and Licanantay identities. This article presents seven axes of analysis that articulate an anthropological view about the tension between the homogenizing practices of the school and a new position that Indigenous Law 19.253 and Education Reform allegedly have regarding cultural diversity and cultural differences. In this sense, I will also provide schooling discourses and practices to discuss the complexity of the negotiation and resistance processes that emerge in the Toconao School surrounding intercultural education.

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“…Schools in Indigenous communities are contentious sites of cultural and political negotiation (Briseño, 2017;Rockwell & Gomes, 2009), where Indigenous teachers are frontline brokers between local identities, Indigenous community agendas, and wide reaching educational policies (Bertely Busquets & Robles, 1997;McCarty & Lee, 2014;Menken & Garcia, 2010). As such, there is a need to understand how Indigenous teachers mediate the fixed and shifting lines of colonial hegemony through ideological and pedagogical negotiations in classrooms and schools.…”

Section: Introductionmentioning

confidence: 99%

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

Anthony‐Stevens

Grino

2018

AMAE Journal

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This study examines the experiences of Indigenous Mexican educators following their participation in a transborder professional development initiative aimed at strengthening Indigenous Mexican education. Using qualitative and ethnographic methodologies, this article is guided by the following research questions: How do former participants in Transformación Docente, a U.S.-based and funded professional development program, conceptualize and enact culturally sustaining and revitalizing pedagogy in their practice? And how have their perceptions of pedagogy been impacted by their participation in Transformatión Docente? The findings challenge the hegemony of development agendas through multi-sited critique of top-down InterculturalBilingual Education policy and analyze on-the-ground enactments of Indigenous education. Findings reveal transborder professional development supported opportunities for Indigenous educators to: 1) legitimize Indigenous identities, 2) further Indigenous language agendas, and 3) rethink inclusion and relationality in teaching. This article highlights Indigenous teachers as strategic border negotiators, and narrators of counterhegemonic practices within institutional spaces. The study's implications further discussions of Indigenous survivance, and demonstrate the significance of transborder Indigenous dialogues to advance Indigenous struggles for selfdetermination.

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Introduction to the Special Issue: Rethinking Indigenous Education from a Latin American Perspective

Cited by 40 publications

References 6 publications

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

Prácticas y discursos pedagógicos en Toconao: Cultura, patrimonio e interculturalidad

Transborder Indigenous Education: Survivance and Border Thinking in the Professional Development and Practice of Maestros Indigenas

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