The Challenges of Ethno-Cultural Recognition in Colombia

AbstractThis article explores the ethical impact of cultural recognition within the regulatory negotiation (reg-neg) process as it is currently being used by federal agencies in the United States. The authors use a blend of theory and practice to explore the ethical necessity, feasibility, and practicality of including cultural guidelines within the reg-neg process. Using the findings from extensive prior research on negotiated rulemaking at the U.S. Environmental Protection Agency (EPA) as a foundation, we illustrate the lessons learned from years of regulatory negotiations conducted by the pioneer of reg-neg. We then show how these lessons have been brought under an umbrella of ``cultural recognition'' within the consensus-based regulatory negotiation being used to improve relations between American Indian nations and the U.S. government. We discuss the ethical and practical implications of incorporating cultural sensitivity into the reg-neg process.

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ROŞIA MONTANĂ, ROMANIA: INDUSTRIAL HERITAGEIN SITU, BETWEEN PRESERVATION, CONTROVERSY AND CULTURAL RECOGNITION

Industrial Archaeology Review ◽

10.1179/0309072815z.00000000039 ◽

2015 ◽

Vol 37 (1) ◽

pp. 5-19 ◽

Cited By ~ 2

Author(s):

Merciu Florentina-Cristina ◽

Cercleux Andreea-Loreta ◽

Peptenatu Daniel

Keyword(s):

Cultural Recognition ◽

Rosia Montana

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Building Students’ Voices through Critical Pedagogy: Braiding Paths towards the Other

Colombian Applied Linguistics Journal ◽

10.14483/22487085.83 ◽

2011 ◽

Vol 12 (2) ◽

pp. 55 ◽

Cited By ~ 1

Author(s):

Silvia Patricia Umbarila Gómez

Keyword(s):

Public School ◽

Qualitative Study ◽

Critical Pedagogy ◽

Ninth Grade ◽

The Other ◽

Cultural Issues ◽

Video Recordings ◽

Cultural Recognition ◽

Ninth Grade Students

This study attempts to promote social reflection and cultural recognition in the multicultural scenario of the classroom. This is a qualitative study carried out with ninth grade students at a public school in Bogotá. The main objective is enrolling the students in critical pedagogy practices that allow them the construction of the sense of Other. The experience was implemented through the students’ exposure to authentic historical facts in which they acquired knowledge about social, political, and cultural issues. This exposure then encouraged reflection during the classes, empowering the students with a voice to refuse and denounce. Students’ voices were identified and interpreted through the instruments used, video recordings and artifacts. The results highlighted the importance of giving students a voice that enriches their role as citizens in terms of their responsibility and commitment towards Others.

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