Citation

Indigenous education in Guatemala and Mexico: Teachers as agents of change?

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Abstract:

This study is situated at the intersection of international education, Indigenous bilingual education, and teacher education for social justice. A critical decolonizing framework is used to conduct a comparative case study of two models of cross-cultural professional development for teachers: the Amigos de Santa Cruz organization in Guatemala, and United States Agency for International Development (USAID) Cooperative Association of States for Scholarships (CASS) program participants who have returned from the US to their home communities throughout Mexico and Guatemala. The research questions for this study include the following: 1. In what ways is cross-cultural professional development for teachers a transformative process for the teachers, their schools, and the communities in which they work? 2. How is cross-cultural professional development for teachers intersecting with communities' language and cultural practices? What are the continuities and discontinuities? And 3. What do the experiences of teachers who participate in cross-cultural professional development tell us about education systems and their underlying ideologies in Guatemala, Mexico, and the United States? Praxis-oriented qualitative methods include online discussion forums, questionnaires, open-ended interviews, and ethnographies of educational policies. The goal of the research is to positively contribute to culturally and linguistically relevant models of educational development and specifically to cross-cultural professional development teacher education that supports community-based social justice. Findings indicate that teachers who have participated in cross-cultural professional development often act as change agents but negotiate top-down policies in unexpected ways. These case studies allow us not only to examine relations of power and difference, but also how to mediate these tensions through critical action.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p486407_index.html
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MLA Citation:

Johnson, Janelle. "Indigenous education in Guatemala and Mexico: Teachers as agents of change?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486407_index.html>

APA Citation:

Johnson, J. M. , 2011-04-30 "Indigenous education in Guatemala and Mexico: Teachers as agents of change?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486407_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study is situated at the intersection of international education, Indigenous bilingual education, and teacher education for social justice. A critical decolonizing framework is used to conduct a comparative case study of two models of cross-cultural professional development for teachers: the Amigos de Santa Cruz organization in Guatemala, and United States Agency for International Development (USAID) Cooperative Association of States for Scholarships (CASS) program participants who have returned from the US to their home communities throughout Mexico and Guatemala. The research questions for this study include the following: 1. In what ways is cross-cultural professional development for teachers a transformative process for the teachers, their schools, and the communities in which they work? 2. How is cross-cultural professional development for teachers intersecting with communities' language and cultural practices? What are the continuities and discontinuities? And 3. What do the experiences of teachers who participate in cross-cultural professional development tell us about education systems and their underlying ideologies in Guatemala, Mexico, and the United States? Praxis-oriented qualitative methods include online discussion forums, questionnaires, open-ended interviews, and ethnographies of educational policies. The goal of the research is to positively contribute to culturally and linguistically relevant models of educational development and specifically to cross-cultural professional development teacher education that supports community-based social justice. Findings indicate that teachers who have participated in cross-cultural professional development often act as change agents but negotiate top-down policies in unexpected ways. These case studies allow us not only to examine relations of power and difference, but also how to mediate these tensions through critical action.


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