Citation

The construction of theory in innovative educational projects of Indigenous communities: The educational project of Cherán

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

Most governments in Latin America have legislation for the protection of indigenous people and intercultural and bicultural education (IBE) programs to ensure the social inclusion of the indigenous population and to promote cultural diversity.
With regard to the IBE of the ministries of education of Latin America, there are several critiques concerning the colonizing effects of the official IBE programs. Critics assume that Eurocentric and neoliberal perspectives typically influence these programs. Their alternative proposals seek to strengthen the concept of “el buen vivir” and to build authentic interculturality, based on international guidelines for quality education.
In this paper we will analyze the educational project of the people of Cherán, a Purépecha community in the state of Michoacán, that was created to fortify their struggle of resistance. The trigger was the clandestine logging of more than 80% of the community forests by neighboring villages, related to the “Familia Michoacána”, one of the associations of organized crime in México.
The abduction and murder of more than 20 inhabitants, who opposed this unbridled logging, and the lack of constructive responses of the federal and state governments, led to the uprising of April 15, 2011 and the re-emergence of a traditional community government. In order to achieve the continuity of the political, social and economic efforts of the community, the council of elders decided to abandon the official schools of the national government and to create community schools that link school learning with the daily activity of the population in its process of reconstituting the communal territory.
Manuel Zapata Olivella wrote that “slavery no longer chains the feet of its victims but their heads”, and Cathrine Walsh describes in detail how this happens, how we live in societies in which the neoliberal Eurocentric and American teachings of scientific knowledge are accepted as “universal knowledge”, and how the dominant society relegates the worldview of native people all over the world, their knowledge and their strategies to acquire that knowledge, as “local knowledge” that is of little importance to the larger society. Therefore, the official efforts of Intercultural Bilingual Education are designed to pacify native populations and to include them in the neoliberal market economy.
In contrast, curriculums developed by native organizations (for instance the Zapatista movement in México or the Regional Indigenous Council of Cauca – CRIC - in Colombia) represent the perspective of a critical pedagogy in the tradition of Paulo Freire that tries to epistemically break the stronghold of the hegemonic knowledge of the societies of which they are a part. They purport that schools must develop a commitment to civic courage and social responsibility that ignites bravery in young people to realize they have the power and opportunity to challenge the status quo.
Using the distinction Catherine Walsh makes between interculturality and critical interculturality, we will analyze the explicit and the hidden curriculum of the new community schools in Cherán in order to detect its emancipatory nature, and we will explore the underlying educational, pedagogic, political and cultural assumptions of their educational leaders, teachers and students, using the methodology of participatory action research. In this way we hope to contribute to the fortification of their own knowledge base and the development of their own theory of education.
Convention
Convention is an application service for managing large or small academic conferences, annual meetings, and other types of events!
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: Comparative and International Education Society Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p1354456_index.html
Direct Link:
HTML Code:

MLA Citation:

Brunner, Ilse. and Martínez, Efraín. "The construction of theory in innovative educational projects of Indigenous communities: The educational project of Cherán" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, Mar 25, 2018 <Not Available>. 2018-10-15 <http://citation.allacademic.com/meta/p1354456_index.html>

APA Citation:

Brunner, I. and Martínez, E. , 2018-03-25 "The construction of theory in innovative educational projects of Indigenous communities: The educational project of Cherán" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico <Not Available>. 2018-10-15 from http://citation.allacademic.com/meta/p1354456_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Most governments in Latin America have legislation for the protection of indigenous people and intercultural and bicultural education (IBE) programs to ensure the social inclusion of the indigenous population and to promote cultural diversity.
With regard to the IBE of the ministries of education of Latin America, there are several critiques concerning the colonizing effects of the official IBE programs. Critics assume that Eurocentric and neoliberal perspectives typically influence these programs. Their alternative proposals seek to strengthen the concept of “el buen vivir” and to build authentic interculturality, based on international guidelines for quality education.
In this paper we will analyze the educational project of the people of Cherán, a Purépecha community in the state of Michoacán, that was created to fortify their struggle of resistance. The trigger was the clandestine logging of more than 80% of the community forests by neighboring villages, related to the “Familia Michoacána”, one of the associations of organized crime in México.
The abduction and murder of more than 20 inhabitants, who opposed this unbridled logging, and the lack of constructive responses of the federal and state governments, led to the uprising of April 15, 2011 and the re-emergence of a traditional community government. In order to achieve the continuity of the political, social and economic efforts of the community, the council of elders decided to abandon the official schools of the national government and to create community schools that link school learning with the daily activity of the population in its process of reconstituting the communal territory.
Manuel Zapata Olivella wrote that “slavery no longer chains the feet of its victims but their heads”, and Cathrine Walsh describes in detail how this happens, how we live in societies in which the neoliberal Eurocentric and American teachings of scientific knowledge are accepted as “universal knowledge”, and how the dominant society relegates the worldview of native people all over the world, their knowledge and their strategies to acquire that knowledge, as “local knowledge” that is of little importance to the larger society. Therefore, the official efforts of Intercultural Bilingual Education are designed to pacify native populations and to include them in the neoliberal market economy.
In contrast, curriculums developed by native organizations (for instance the Zapatista movement in México or the Regional Indigenous Council of Cauca – CRIC - in Colombia) represent the perspective of a critical pedagogy in the tradition of Paulo Freire that tries to epistemically break the stronghold of the hegemonic knowledge of the societies of which they are a part. They purport that schools must develop a commitment to civic courage and social responsibility that ignites bravery in young people to realize they have the power and opportunity to challenge the status quo.
Using the distinction Catherine Walsh makes between interculturality and critical interculturality, we will analyze the explicit and the hidden curriculum of the new community schools in Cherán in order to detect its emancipatory nature, and we will explore the underlying educational, pedagogic, political and cultural assumptions of their educational leaders, teachers and students, using the methodology of participatory action research. In this way we hope to contribute to the fortification of their own knowledge base and the development of their own theory of education.


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.