Citation

Education inequalities of indigenous peoples in Ecuador and in Peru

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



Abstract:

Latin America is not only large in terms of geography, but is also, and especially, a vast territory characterized by great economic, political, social, and educational inequalities. A significant factor in the region’s inequality and what is viewed by some as an obstacle to the fulfilment of the Millennium Development Goals is its ethnic diversity. According to researches, the number of indigenous peoples in the Latin American region is more than 50 million, which represents almost 33% of the entire population of the region. Over the history, indigenous groups all around the world had problems in making the people hear their voice regarding human rights, same opportunities, and benefits. Despite the difficulties, through manifestations, and social movements, indigenous communities from Latin America in the last fifteen years have been able to demonstrate their will and involvement to become part of the society.
This paper will analyze two indigenous groups, specifically the Quechua in two different countries, in Ecuador and Peru, which share a common history and some similarities, but which greatly differ regarding their approaches to the inclusion of indigenous peoples and educational achievements. In fact, while in Ecuador, indigenous social movements have fought for democracy, same opportunities and educational rights, in Peru the indigenous achievements have not been seen as favourable factors for future ethno-development.
In term of educational reforms, bilingual programs and specific training programs have been implemented in both countries with vastly different outcomes.
This paper will examine Ecuador’s and Peru’s different approaches and the political involvement that contributed to the positive results in Ecuador and the limited results in Peru. First, this paper will provide an overview of the history of the Inca empire, which before the arrival of Christopher Columbus to the Americas, was the most powerful indigenous group located in the present states of Bolivia, Argentina, Chile, Peru, Ecuador, and Colombia.
Second, this paper will focus on Peru’s and Ecuador’s approaches to educating Quechua communities in those countries. Despite the challenges encountered in fighting for the same rights and a national identity, the indigenous communities have achieved important fulfilments represented by constitutional reforms for indigenous rights, programs for educational universal access, and introduction of bilingual programs.
Third, following the discussion of these reforms, this paper will describe the inclusion of the indigenous peoples into the present educational system by analyzing and comparing access, gender ratio, curricula and educational structure in Ecuador and Peru.
Finally, the paper will compare two specific higher education institutions in Ecuador and in Peru aimed at the indigenous community--the Intercultural University “Amawtay Wasi” (UIAW) of the Indigenous Nationalities and People of Ecuador and the University for Andean Development in Peru. While the Ecuadorian institution is founded on indigenous’ values and principles, the Peruvian university focuses on future professional opportunities and does not specifically address the needs of indigenous peoples.
Through an intensive review of existing literature, this paper will show different educational perspectives, objectives and fulfilments related to the field of ethnic diversity performed by two countries representing the remarkable inequalities existing in the Latin American region. By comparing the different approaches of Ecuador and Peru to the indigenous education, the paper will offer a model for countries facing similar challenges.
Convention
All Academic Convention is the premier solution for your association's abstract management solutions needs.
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: 56th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p552127_index.html
Direct Link:
HTML Code:

MLA Citation:

Coppi Agostinelli, Margarita Alexandra. "Education inequalities of indigenous peoples in Ecuador and in Peru" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2014-12-12 <http://citation.allacademic.com/meta/p552127_index.html>

APA Citation:

Coppi Agostinelli, M. , 2012-04-22 "Education inequalities of indigenous peoples in Ecuador and in Peru" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico <Not Available>. 2014-12-12 from http://citation.allacademic.com/meta/p552127_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Latin America is not only large in terms of geography, but is also, and especially, a vast territory characterized by great economic, political, social, and educational inequalities. A significant factor in the region’s inequality and what is viewed by some as an obstacle to the fulfilment of the Millennium Development Goals is its ethnic diversity. According to researches, the number of indigenous peoples in the Latin American region is more than 50 million, which represents almost 33% of the entire population of the region. Over the history, indigenous groups all around the world had problems in making the people hear their voice regarding human rights, same opportunities, and benefits. Despite the difficulties, through manifestations, and social movements, indigenous communities from Latin America in the last fifteen years have been able to demonstrate their will and involvement to become part of the society.
This paper will analyze two indigenous groups, specifically the Quechua in two different countries, in Ecuador and Peru, which share a common history and some similarities, but which greatly differ regarding their approaches to the inclusion of indigenous peoples and educational achievements. In fact, while in Ecuador, indigenous social movements have fought for democracy, same opportunities and educational rights, in Peru the indigenous achievements have not been seen as favourable factors for future ethno-development.
In term of educational reforms, bilingual programs and specific training programs have been implemented in both countries with vastly different outcomes.
This paper will examine Ecuador’s and Peru’s different approaches and the political involvement that contributed to the positive results in Ecuador and the limited results in Peru. First, this paper will provide an overview of the history of the Inca empire, which before the arrival of Christopher Columbus to the Americas, was the most powerful indigenous group located in the present states of Bolivia, Argentina, Chile, Peru, Ecuador, and Colombia.
Second, this paper will focus on Peru’s and Ecuador’s approaches to educating Quechua communities in those countries. Despite the challenges encountered in fighting for the same rights and a national identity, the indigenous communities have achieved important fulfilments represented by constitutional reforms for indigenous rights, programs for educational universal access, and introduction of bilingual programs.
Third, following the discussion of these reforms, this paper will describe the inclusion of the indigenous peoples into the present educational system by analyzing and comparing access, gender ratio, curricula and educational structure in Ecuador and Peru.
Finally, the paper will compare two specific higher education institutions in Ecuador and in Peru aimed at the indigenous community--the Intercultural University “Amawtay Wasi” (UIAW) of the Indigenous Nationalities and People of Ecuador and the University for Andean Development in Peru. While the Ecuadorian institution is founded on indigenous’ values and principles, the Peruvian university focuses on future professional opportunities and does not specifically address the needs of indigenous peoples.
Through an intensive review of existing literature, this paper will show different educational perspectives, objectives and fulfilments related to the field of ethnic diversity performed by two countries representing the remarkable inequalities existing in the Latin American region. By comparing the different approaches of Ecuador and Peru to the indigenous education, the paper will offer a model for countries facing similar challenges.


Similar Titles:
By the people, for the people: Cross-national perspectives on Indigenous institutions of higher education

Explaining the education effect on health: Comparing unschooled and schooled people in urban and rural areas in Peru

Reconceptualizing Indigenous higher education: Comparing emergent efforts in Ecuador to indigenous universities in New Zealand and Norway


 
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.