Top-down and Bottom-up: Counterpoised Visions of Bilingual Intercultural Education in Latin America

López, Luis Enríque

doi:10.1057/9780230582491_3

Cited by 37 publications

(25 citation statements)

References 3 publications

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“…In addition, this preschool was situated in a district that contained a high population of Mapuche people, as well as high rates of poverty and low rates of completed formal education. Considering the significant forced migration of Indigenous groups from rural areas to major cities (Aravena, 2007;López, 2008;Ortiz, 2008), it was crucial for us to conduct research that examined the challenges and opportunities related to urban migration.…”

Section: Design and Methodsmentioning

confidence: 99%

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Becerra-Lubies

Fones

2016

IJME

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Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers' perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Ferrada, & Villena, 2013). In addition, relevant research on teacher education for IBE settings is limited in Chile, with few of these studies focused specifically on the preparation of teachers to teach in IBE preschools.The small number of relevant studies, as well as their findings with respect to insufficient teacher preparation, are not surprising if we consider that university programs for teacher education in IBE schools are very limited in Chile. There are only two such programs in Chile, and neither of them is located in Región Metropolitana, the capital region, even though this region has the fastest growing population of Indigenous people in the country. This lack of teacher education programs for IBE in Región Metropolitana suggests that preschool teachers may face crucial issues when teaching in IBE preschools. First, these teachers may not have received relevant or adequate linguistic and cultural preparation for IBE; second, they will be teaching in an area-Región Metropolitana-that sees itself as a "white" and "modern" city, while rejecting and ignoring the presence of native Mapuche people (Aravena, 2007). In short, these teachers are not professionally prepared, and they may not be even aware of diversity and Indigenous children in their schools, despite the widely researched importance of culturally responsive pedagogy in teacher preparation programs (e.g., Cochran-Smith, 2004;Gay, 2002Gay, , 2010Villegas & Lucas, 2002).To address these issues, we focused this study on preschool education, as this is the only level that acknowledges IBE education from the standpoint of an entire school as opposed to the mainstream elementary and secondary schools in Chile that offer a single course or class on Indigenous language and culture. Additionally, we focused on IBE preschools because Indigenous communities in Chile consider the education of young children as crucial for the revitalization of Indigenous languages.In this study, we aim to identify teachers' perceptions of their needs regarding their preparation to teach language (specifically, Mapudungun) in emergent bilingual settings, such as IBE preschools. This study is focused on the Mapudungun language as it is the language of Mapuche people; it is one of the This study addresses in part the directive of the IBE program in Chile to develop additive bilingualism in ...

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Section: Design and Methodsmentioning

confidence: 99%

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

Becerra-Lubies

Fones

2016

IJME

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“…As described by the reflective vignettes, shifts in individual imaginaries were embedded within larger struggles of Indigenous communities, and grounded in (re)affirmed commitment to one's community and role(s (Johnson, 2010;López, 2008) was cited as providing opportunity to (re)invigorate ones resolve to negotiate struggles, locally and across settler-colonial divides.…”

Section: Cuenta Que No Estoy Sola Y Que La Lucha No Sólo Es De Un Pumentioning

confidence: 99%

“…17), offering new potential for Intercultural Bilingual Education in Mexico. Yet, many question the viability of countering longstanding institutional inequities and historic discrimination toward Indigenous communities through top-down policy (López, 2008). The process of transforming schools from instruments of state control over Indigenous populations, toward spaces of self-determination and Indigenous co-construction of educational goals is complex and at times ill attended (Bertely Busquets, 2006;García & Velasco, 2012).…”

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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“…Los procesos de revitalización son parte de las políticas lingüísticas de un grupo, comunidad, estado, etc., y se planifican desde dos ámbitos interdependientes: "desde abajo" (bottom-up approach) (Córdova, 2009;Kingsley, 2009) y "desde arriba" (topdown approach) (López, 2008). Actualmente, en el caso mexicano, las sugerencias de planificación lingüística y revitalización "desde arriba" se emiten en el Instituto Nacional de Lenguas Indígenas (Inali) o desde la Secretaría de Educación Pública (SEP); un nivel intermedio de planificación son los institutos o centros de lenguas indígenas 2 .…”

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Consumo literario en lenguas indígenas: experiencias de revitalización desde el Sur de México

Hernández

2016

Rev.CS

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El presente artículo analiza, a partir de distintas experiencias etnográficas del Sur de México, la manera en que los programas o proyectos de literacidad en lenguas indígenas para la revitalización lingüística son concebidos por los agentes revitalizadores. Desde el campo de la revitalización, el fomento a la literacidad es un paso previo para la producción y consumo de literatura en dichas lenguas. En específico, este artículo discute la producción de bienes literarios a partir de la competencia lectora de los consumidores potenciales. Asimismo, se interpreta cómo la literacidad es imaginada como una alfabetización que no desemboca en la formación de lectores.

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Top-down and Bottom-up: Counterpoised Visions of Bilingual Intercultural Education in Latin America

Cited by 37 publications

References 3 publications

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study

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

Consumo literario en lenguas indígenas: experiencias de revitalización desde el Sur de México

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