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Teacher instruction of Indigenous populations and the quality of intercultural bilingual education in Mexico

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Abstract:

This paper begins with a list of the necessary conditions to provide quality bilingual intercultural education for Indigenous peoples, contrasted with the reality of basic education schooling today. After a brief historical overview of Indigenous education policies, and more specifically the training and follow-up of teachers providing instruction to Indigenous children, we reflect on recent data and research from Mexico. We focus on teacher ethnicity and language, initial and follow-up training opportunities, knowledge of basic education content, and intercultural bilingual education in particular, and attitudes towards language and culture and the education of Indigenous children. The research indicates a lack of ethnic awareness and Indigenous language proficiency, especially written, among teachers. Teachers exhibit poor preparation in content and pedagogy, a lack of attention to bilingual education training and pedagogy of teaching a second language, and very poor understanding of the Indigenous intercultural approach to education. Information from Mexico is contrasted with findings from recent research. These lessons inform public policy, such that a sine qua non factor for improving the quality and relevance of cultural and linguistic education aimed at Indigenous populations is the quality and relevance of teacher training and finding teachers who care.
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Name: Comparative and International Education Society Annual Conference
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p707332_index.html
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MLA Citation:

Schmelkes, Sylvia. "Teacher instruction of Indigenous populations and the quality of intercultural bilingual education in Mexico" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p707332_index.html>

APA Citation:

Schmelkes, S. "Teacher instruction of Indigenous populations and the quality of intercultural bilingual education in Mexico" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p707332_index.html

Publication Type: Panel Paper
Abstract: This paper begins with a list of the necessary conditions to provide quality bilingual intercultural education for Indigenous peoples, contrasted with the reality of basic education schooling today. After a brief historical overview of Indigenous education policies, and more specifically the training and follow-up of teachers providing instruction to Indigenous children, we reflect on recent data and research from Mexico. We focus on teacher ethnicity and language, initial and follow-up training opportunities, knowledge of basic education content, and intercultural bilingual education in particular, and attitudes towards language and culture and the education of Indigenous children. The research indicates a lack of ethnic awareness and Indigenous language proficiency, especially written, among teachers. Teachers exhibit poor preparation in content and pedagogy, a lack of attention to bilingual education training and pedagogy of teaching a second language, and very poor understanding of the Indigenous intercultural approach to education. Information from Mexico is contrasted with findings from recent research. These lessons inform public policy, such that a sine qua non factor for improving the quality and relevance of cultural and linguistic education aimed at Indigenous populations is the quality and relevance of teacher training and finding teachers who care.


Similar Titles:
Quality of education for indigenous children in Mexico and Ecuador: Comparative analysis of teacher training

They had us jumping through hoops: Agency and intercultural education in an indigenous intercultural education project in Mexico

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


 
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