scholarly journals The (im)possibilities of education in Amazonia: assessing the resilience of intercultural bilingual education in the midst of multiple crises

2022 ◽  
pp. 1-14
Author(s):  
Tuija Veintie ◽  
Johanna Hohenthal ◽  
Katy Betancourt Machoa ◽  
Anders Sirén
Keyword(s):  
Bilingual Education ◽  
Intercultural Bilingual Education

scholarly journals La planificación lingüística del Maya yucateco y la educación bilingüe en Yucatán

2020 ◽  
Vol 28 ◽  
pp. 134
Author(s):  
Anne Marie Guerrettaz ◽  
Eric J. Johnson ◽  
Gisela Ernst-Slavit
Keyword(s):  
Bilingual Education ◽  
Applied Linguistics ◽  
Ethnographic Study ◽  
Indigenous Languages ◽  
Pedagogical Practices ◽  
Rapid Decline ◽  
Language Program ◽  
Related Language ◽  
Intercultural Bilingual Education ◽  
K 12

The rapid decline of indigenous languages represents one of the most troubling topics within applied linguistics. Teachers’ implementation of indigenous language planning through their pedagogical practices is a significant but under-researched issue. This ethnographic study examines a Maya language program (i.e., professional development) for 1,600 teachers in the Yucatan’s Intercultural Bilingual Education (EIB) system, and K-12 schools in Maya-speaking communities where they worked. Using longitudinal data (2010-2016), analysis centered on the creation and promulgation of the Norms of Writing for the Maya Language (2014) and related language policy. Findings illustrate: 1) the importance of increasing the quantity of Maya-speaking teachers, and 2) a clash between widespread orthographic variation in Maya and teachers’ standard language-culture. The new standard has not been implemented in EIB, which still does not in practice require Maya proficiency of teachers. This research discusses possible benefits and risks of a standard Maya for EIB.

scholarly journals Re-pensando el Lugar de las Lenguas Indígenas en Chile: Globalización y Educación Intercultural Bilingüe (Re-thinking the Place of Indigenous Languages in Chile: Globalization and Intercultural Bilingual Education) (pp. 26-44)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Rukmini Becerra Lubies ◽  
Felipe Hasler ◽  
Simona Mayo
Keyword(s):  
Bilingual Education ◽  
Critical Analysis ◽  
Language Education ◽  
Negative Influence ◽  
Indigenous Languages ◽  
Font Size ◽  
Intercultural Bilingual Education ◽  
The Relationship ◽  
Globalization From Below

<p class="Textofarticle" style="text-align: justify;"><span style="font-size: 10px;">Este art&iacute;culo enfatiza la importancia de develar la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Enfoc&aacute;ndonos en el caso de la Educaci&oacute;n Intercultural Biling&uuml;e en Chile y sus esfuerzos de revitalizaci&oacute;n del mapudungun, argumentamos que es posible desafiar la influencia negativa de la globalizaci&oacute;n si se hace expl&iacute;cita la relaci&oacute;n entre lenguaje, educaci&oacute;n y globalizaci&oacute;n. Igualmente se incluye la noci&oacute;n de globalizaci&oacute;n desde abajo (Appadurai, 2000) como lente principal para dicho argumento. Junto con esta propuesta, son centrales para este estudio las contribuciones de Freire (1970) y Bourdieu (1994). A trav&eacute;s de dichas perspectivas se analizan tres problemas derivados de la ausencia de un examen cr&iacute;tico de la globalizaci&oacute;n. (Este art&iacute;culo se ofrece solamente en espa&ntilde;ol.)</span></p><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><p>This study emphasizes the importance of uncovering the relationship between language, education and globalization. Focusing on the case of Intercultural Bilingual Education in Chile and its efforts to revitalize Mapudungun, we argue that the negative influence of globalization could be reduced if we make explicit the relationship between language, education and globalization. In this respect we include the notion globalization from below (Appadurai, 2000) a main lens for our argument. Along with this proposal, central to this study are the contributions of Freire (1970) and Bourdieu (1994). Through these perspectives, we analyze three problems arising from the absence of a critical analysis of globalization. (This article is provided only in Spanish.)</p><div style="text-align: justify;"><br /></div><!--[endif] -->

scholarly journals LA EDUCACIÓN INTERCULTURAL Y LAS IDENTIDADES DE GÉNERO, CLASE Y ETNIA

2011 ◽  
Vol 6 (11) ◽  
pp. 273
Author(s):  
Horacio Gómez Lara
Keyword(s):  
Cultural Diversity ◽  
Bilingual Education ◽  
Intercultural Education ◽  
Ethnic Identities ◽  
Educational Policies ◽  
Intercultural Bilingual Education ◽  
Present Context ◽  
San Andres ◽  
Made In

Este trabajo hace referencia a la oportunidad que puede representar la educación intercultural para la resignificación de las identidades de género, etnia y clase. Se reflexiona a partir de la investigación sobre educación realizada en el municipio de San Andrés Larráinzar o Sakamch’en de los Pobres, Chiapas. A partir de los resultados de investigación se argumenta que en el contexto actual en que se está practicando la educación intercultural bilingüe en Chiapas y en el marco de políticas educativas que no son construcciones propias de los pueblos indígenas significan nada más nuevas imposiciones simuladas con los discursos de respeto a la diversidad cultural.   SUMMARY This paper refers to the opportunity that can represent the intercultural education for re-meaning the gender, class and ethnic identities. The work is a reflection from the investigation made in the municipality of San Andrés Larráinzar or Sakamch’en in Chiapas. From the results of investigation is argued that in the present context that the intercultural bilingual education is practicing in Chiapas and in the context of educational policies are not people’s own constructions, mean nothing more new impositions simulated with the speeches of respect for cultural diversity.

scholarly journals Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador (Colonialidad y Justicia Cognitiva: Reinterpretando la Educación Formal para los Pueblos Indígenas del Ecuador) (pp. 45-60)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Tuija Veintie
Keyword(s):  
Bilingual Education ◽  
Instructional Practices ◽  
Indigenous Peoples ◽  
Formal Education ◽  
Monday Morning ◽  
English Only ◽  
Western Model ◽  
Everyday Practices ◽  
Intercultural Bilingual Education ◽  
Cognitive Justice

<div>This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the &ldquo;Monday morning assembly,&rdquo; a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice. (This article is provided in English only.)</div><div><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><div>Este art&iacute;culo examina la educaci&oacute;n intercultural biling&uuml;e como reterritorializaci&oacute;n del modelo occidental globalizado para la educaci&oacute;n formal dentro del contexto de las comunidades ind&iacute;genas ecuatorianas. Esta reterritorializaci&oacute;n se explora en el art&iacute;culo a trav&eacute;s del estudio de dos casos del Instituto Educativo de Maestros EIB. El primer caso discute el intento de romper con las formas de pensamiento y conocimiento en la instrucci&oacute;n de las ciencias occidentales. En el segundo caso, el an&aacute;lisis de una de las juntas del d&iacute;a lunes da una clara muestra sobre las negociaciones que se llevan a cabo para la adopci&oacute;n de las costumbres occidentales en la rutina diaria de la comunidad educativa. El estudio muestra c&oacute;mo se mantienen los efectos de la colonizaci&oacute;n a pesar de los esfuerzos hechos para el logro de una justicia social y cognitiva. (Este art&iacute;culo se ofrece solamente en ingl&eacute;s.)</div><div><br /></div></div>

scholarly journals Actitud de los estudiantes, frente a la educación intercultural bilingüe – 2014.

2016 ◽  
Vol 18 (2) ◽  
Author(s):  
Fredy Sosa-Gutierrez
Keyword(s):  
Bilingual Education ◽  
Quantitative Research ◽  
School Curriculum ◽  
Intercultural Education ◽  
Professional School ◽  
Positive Attitudes ◽  
Intercultural Bilingual Education ◽  
Politica Educativa ◽  
Unfavorable Attitude ◽  
Teaching Learning

<p>La  investigación trata de las actitudes que presentan los estudiantes de los diferentes semestres  de la Escuela Profesional de Educación Primaria (EPEP), donde se aplicó la investigación cuantitativa en los estudiantes asistentes al momento de la aplicación de la escala de Likert, se utilizó el diseño de investigación descriptivo simple, con muestras dispersas en cada semestre, quienes fueron encuestados sobre la postura personal (actitud favorable o desfavorable) que asumen sobre el programa Educación Intercultural Bilingüe (EIB). De acuerdo a los resultados obtenidos, nos permite conocer que en relación a los componentes de la actitud (cognitivo 43.96%, afectivo 38.11%, conductual 48.4%) que presentan los estudiantes frente a la EIB. Los resultados indican que manifiestan actitudes favorables, es decir que muestran actitudes positivas frente a la EIB en el proceso de enseñanza aprendizaje. Factor importante para promover, fortalecer y desarrollar la política educativa materia de la investigación. La posición de estar en acuerdo con los lineamientos de una educación en el marco de la interculturalidad, se ve fortalecido con el currículo de formación de la escuela profesional, ha ello debemos manifestar que los estudiantes tienen compromiso e identidad con los principios de la EIB, además manifiestan estar  de acuerdo en los criterios tratados respecto a la actitud de los estudiantes.      </p><p> </p><p><strong>Palabras clave: </strong>actitud, afectivo, bilingüe, cognitivo, conductual, educación e intercultural.</p><p align="center"><strong><br /></strong></p><p align="center"><strong>ABSTRACT</strong><strong></strong></p><p align="center"><strong> </strong></p><p align="center"><strong>ATTITUDE OF STUDENTS FACE OF INTERCULTURAL BILINGUAL EDUCATION - 2014.</strong></p><p> The research titled attitude of the students from professional school of Primary Education UNA Puno, front of the Intercultural Bilingual Education – 2014, This research to deal with the attitudes that show the students the different semesters from professional school where applied the quantitative research on the students attending at the time of the application of the Likert scale where simple descriptive research design was used with scattered samples in each semester, those who were surveyed about the use of languages Aymara/Quechua and Spanish in the educational institutions and the personal position (favorable or unfavorable attitude) that take on Educational Program about intercultural bilingual (EIB).  According to getting results ir show that the relation to the components in attitudes that present the students in front of intercultural bilingual education policy (cognitive 43.96%, affective with 38.11%, and conductive with  48.40%) is determined by favorable attitudes that is to say that they showed positive attitudes towards the EIB in the teaching learning process. Important factor to promote to fortify and to develop the educational policy in the research subject. The position of being in agreement with the framework of intercultural education is strengthened with the formation of the professional school curriculum. Furthermore this results show that the students have commitment and identification with the postulates of the EIB, also manifested being  agree on the criteria treated with respect to the attitude of the students.</p><p> </p><p><strong>Keywords: </strong>Attitude, bilingual, emotional, cognitive, affective, conductive, and intercultural education. </p>

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