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Conceptual anaylsis of proposed policy document for an intercultural education system in Ecuador, 2010

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Abstract:

The paper analyses Ecuador´s government proposed policy document, for a National Intercultural Education system, on the basis of its conceptualization of the terms intercultural and pluri-national. Past trends in the development of bilingual and intercultural education in the country, show strong tensions and conflicts between assimilation of cultural differences and a struggle for the legitimization of these. The conceptualization of the term intercultural in the education system has strong implications for the current debates for the application of a pluri-national state. The paper analyses the conceptualization of the terms intercultural and pluri-national in the policy proposal document in relation to it’s:
1. Discursive application in the principals stated in the policy document
2. Formulation of curriculum content and structure
3. Institutional and organization decision making structures
4. Framework for the development and integration of ancestral knowledge
It finds that though the policy document extensively uses of the terms intercultural and plurinational, its discursive application is ambiguous. There is evidence of a strong centralized curriculum, as well as maintaining the current system of two parallel curriculums bases on language differentiation. Also though there is clear effort to decentralize administration and a focus on wider representation, the decision making structures proposed, raise important issues on strengthening the centralization of power. There are also serious concerns in relation to the legitimization and control of ancestral and collective knowledge. On this basis, some elements of developing a curriculum for an intercultural education system in a pluri-national State are discussed.
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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/p492287_index.html
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MLA Citation:

Manresa, Maria. "Conceptual anaylsis of proposed policy document for an intercultural education system in Ecuador, 2010" 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/p492287_index.html>

APA Citation:

Manresa, M. A. , 2011-04-30 "Conceptual anaylsis of proposed policy document for an intercultural education system in Ecuador, 2010" 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/p492287_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The paper analyses Ecuador´s government proposed policy document, for a National Intercultural Education system, on the basis of its conceptualization of the terms intercultural and pluri-national. Past trends in the development of bilingual and intercultural education in the country, show strong tensions and conflicts between assimilation of cultural differences and a struggle for the legitimization of these. The conceptualization of the term intercultural in the education system has strong implications for the current debates for the application of a pluri-national state. The paper analyses the conceptualization of the terms intercultural and pluri-national in the policy proposal document in relation to it’s:
1. Discursive application in the principals stated in the policy document
2. Formulation of curriculum content and structure
3. Institutional and organization decision making structures
4. Framework for the development and integration of ancestral knowledge
It finds that though the policy document extensively uses of the terms intercultural and plurinational, its discursive application is ambiguous. There is evidence of a strong centralized curriculum, as well as maintaining the current system of two parallel curriculums bases on language differentiation. Also though there is clear effort to decentralize administration and a focus on wider representation, the decision making structures proposed, raise important issues on strengthening the centralization of power. There are also serious concerns in relation to the legitimization and control of ancestral and collective knowledge. On this basis, some elements of developing a curriculum for an intercultural education system in a pluri-national State are discussed.


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