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Challenging inequality: Afro-Latin American and Indigenous contributions to interculturality and social justice

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Abstract:

Within the legacy of Colonial structures, Latin American education has been influenced by top-down homogenization policies promoting the exclusion of non-dominant cultural and linguistic practices such as those of indigenous people. While present intercultural policies have aimed to address issues of exclusion, education practices, arguably, promote homogenization and indigenous exclusion as their goal even inside intercultural education programs. This presentation discusses qualitative research on alternative Afro-Latin American and indigenous proposals of intercultural epistemologies based on comparative work of Peruvian educators Santa Cruz and Arguedas, both advocates for social justice.
The research is framed within larger multidisciplinary studies of inequalities and schools in Latin America (Reimers, 2000), intercultural education policy and programs (Aikman, 1997; Albó, 2002; Hornberger and Coronel Molina 2004; López and Küper, 2002; Valdiviezo, 2010) and the social analysis of Santa Cruz and Arguedas concerning the exclusion Afro-Peruvian and indigenous people and popular culture. The main data collection method was archives which included transcripts of debates, speeches, essays and literary texts from Santa Cruz and Arguedas. These texts were examined through textual/narrative analysis and themes concerning interculturality were identified. These themes were contrasted to discourse in intercultural policy and practice. Research findings reveal: (1) epistemological limitations in the treatment of intercultural educational policy, (2) policy and practice challenges to social inequality and social justice. Both constitute transformative elements for present intercultural education with important potential societal impact.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486621_index.html
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MLA Citation:

Valdiviezo, Laura. and Valdiviezo Arista, Luis. "Challenging inequality: Afro-Latin American and Indigenous contributions to interculturality and social justice" 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, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486621_index.html>

APA Citation:

Valdiviezo, L. A. and Valdiviezo Arista, L. M. , 2011-05-01 "Challenging inequality: Afro-Latin American and Indigenous contributions to interculturality and social justice" 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/p486621_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Within the legacy of Colonial structures, Latin American education has been influenced by top-down homogenization policies promoting the exclusion of non-dominant cultural and linguistic practices such as those of indigenous people. While present intercultural policies have aimed to address issues of exclusion, education practices, arguably, promote homogenization and indigenous exclusion as their goal even inside intercultural education programs. This presentation discusses qualitative research on alternative Afro-Latin American and indigenous proposals of intercultural epistemologies based on comparative work of Peruvian educators Santa Cruz and Arguedas, both advocates for social justice.
The research is framed within larger multidisciplinary studies of inequalities and schools in Latin America (Reimers, 2000), intercultural education policy and programs (Aikman, 1997; Albó, 2002; Hornberger and Coronel Molina 2004; López and Küper, 2002; Valdiviezo, 2010) and the social analysis of Santa Cruz and Arguedas concerning the exclusion Afro-Peruvian and indigenous people and popular culture. The main data collection method was archives which included transcripts of debates, speeches, essays and literary texts from Santa Cruz and Arguedas. These texts were examined through textual/narrative analysis and themes concerning interculturality were identified. These themes were contrasted to discourse in intercultural policy and practice. Research findings reveal: (1) epistemological limitations in the treatment of intercultural educational policy, (2) policy and practice challenges to social inequality and social justice. Both constitute transformative elements for present intercultural education with important potential societal impact.


Similar Titles:
Interrupting Narratives of Modernity: The Contribution of Latin American Indigenous Intellectuals

The European Court of Justice Meets Latin American Politics: The Experience of the Andean Common Market Court of Justice

Reducing indigenous poverty in Latin America: The case of indigenous schools and intercultural bilingual education in Mexico


 
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