scholarly journals Los jóvenes, el pensamiento-otro, y la micro-geopolítica de conocimiento entre generaciones en las Secundarias Comunitarias Indígenas de Oaxaca, México

2018 ◽  
Vol 26 ◽  
pp. 88
Author(s):  
Julieta Briseño Roa
Keyword(s):  
Young People ◽  
Present Article ◽  
Indigenous Peoples ◽  
Community Education ◽  
Indigenous Education ◽  
The State ◽  
The Everyday ◽  
Two Generations ◽  
Ways Of Thinking ◽  
Indigenous Teachers

In Oaxaca (Mexico), communality understood as a counter-hegemonic “thinking otherwise” permeated the indigenous teachers’ movement, as it helped identify the existence of a geopolitics of knowledge as a strategy of modernity/coloniality. The present article offers ethnographically based evidence on the everyday construction of one of the community education projects: the model of the Secundarias Comunitarias Indígenas (SCI) of the state of Oaxaca, which was conceived as a project of epistemic emancipation. It contributes to the ongoing discussion on decolonizing (or decolonial) practices that might promote the construction of "ways of thinking otherwise" among young people, by analyzing the tensions that arise between two generations in practices that reveal two ways of conceiving indigenous education. Based on this analysis, the article discusses the relevance of the Educacion Intercultural Bilingüe model in Mexico for indigenous peoples is discussed.

scholarly journals Everyday sovereignty: International experts, brokers and local ownership in peacebuilding Liberia

2018 ◽  
Vol 25 (1) ◽  
pp. 179-202 ◽  
Author(s):  
Benjamin de Carvalho ◽  
Niels Nagelhus Schia ◽  
Xavier Guillaume
Keyword(s):  
Present Article ◽  
Daily Basis ◽  
International Community ◽  
The State ◽  
Local Ownership ◽  
Starting Point ◽  
The Everyday ◽  
International Experts ◽  
Dynamic Production

The present article investigates how sovereignty is performed, enacted and constructed in an everyday setting. Based on fieldwork and interviews with international embedded experts about the elusive meaning of ‘local ownership’, we argue that while sovereignty may, indeed, be a model according to which the international community ‘constructs’ rogue or failed polities in ‘faraway’ places, this view overlooks that these places are still spaces in which contestations over spheres of authority take place every day, and thus also spaces in which sovereignty is constructed and reconstructed on a daily basis. Local ownership, then, becomes our starting point for tracing the processes of the everyday enactment of sovereignty. We make the case that sovereignty should not be reified, but instead be studied in its quotidian and dynamic production, involving the multiplicity of actors reflecting the active production of the state beyond its presumptive existence as a homogeneously organized, institutionalized and largely centralized bureaucracy.

Grounding Indigenous Teacher Education Through Red Praxis

2021 ◽  
Author(s):  
Jeremy Garcia ◽  
Valerie Shirley ◽  
Sandy Grande
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Settler Colonialism ◽  
Indigenous Communities ◽  
Self Determination ◽  
Key Factors ◽  
The Impact ◽  
Ways Of Being ◽  
Theory And Model ◽  
Indigenous Teachers

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.

scholarly journals La enseñanza de las ciencias en escuelas indígenas en México: Caminos en la sociedad del conocimiento / The Science Educationin Indigenous SchoolsinMexico: Roads inthe Knowledge Society

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Alejandra García Franco
Keyword(s):  
Indigenous Education ◽  
Knowledge Society ◽  
Empirical Work ◽  
The State ◽  
Scientific Education ◽  
Sociedad Del Conocimiento ◽  
Educación Primaria ◽  
Education In Mexico ◽  
Formación Docente ◽  
Indigenous Teachers

ABSTRACTThis work presents some reflections about indigenous education in Mexico with emphasis on scientific education. We present results of empirical work with indigenous teachers in the State of Guerrero in Mexico in the zone of ‘La Montaña’, a region where 72% of the population is indigenous. We point out to the complexity that lies in teachers’ education and to some elements that need to be considered more specifically when designing and implementing teachers’ preparation programs.RESUMENEl presente trabajo presenta algunas reflexiones respecto al panorama de la educación indígena en México, haciendo énfasis en la enseñanza de las ciencias naturales en la educación primaria y algunos resultados de un trabajo que se llevó a cabo con profesores indígenas en la zona de La Montaña en el Estado de Guerrero, en México. Se muestra la complejidad que implica la formación docente de maestros para escuelas indígenas y se apuntan algunos elementos que es necesario considerar de manera específica.

scholarly journals Processos e práticas educativas dos povos ameríndios no Brasil um olhar a partir de pesquisas contemporâneas

2012 ◽  
Vol 20 ◽  
pp. 34 ◽  
Author(s):  
Maria Aparecida Bergamaschi
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Ethnic Identities ◽  
Research Projects ◽  
Multiple Perspectives ◽  
Doctoral Research ◽  
The Past ◽  
Methodological Approaches ◽  
Education In Brazil ◽  
Indigenous Teachers

The indigenous education in Brazil and the Americas has been growing and changing its characteristics over the past decades, raising some questions: what characterizes a school as indigenous, specific and differentiated? What are the meanings of this institution for the different indigenous peoples and for the different amerindian communities? What relation exists between indigenous schools and the process that forms and affirms ethnic identities? What paths need to be built to form indigenous teachers? Based on these questions, this article analyzes 179 master's and doctoral research projects conducted over the past decade which have been published on the CAPES website: 135 were master's and 44 Ph.D. thesis. We searched for papers looking for "indigenous education" as the keyword and analyzed especially the abstracts. Among other things, we emphasize the themes and theoretical methodological approaches of these investigations which, from their multiple perspectives, reveal a growing ethical and aesthetical attention to Amerindian education and schools.

scholarly journals Training indigenous teachers in the Amazon region in Brazil (Acre State)

2016 ◽  
Vol 6 (3) ◽  
pp. 77-87 ◽  
Author(s):  
Rosely Aparecida Liguori Imbernon ◽  
Joana Torres ◽  
Clara Vasconcelos
Keyword(s):  
United Nations ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
State Education ◽  
State Education Department ◽  
The United Nations ◽  
United Nations Declaration ◽  
Teachers Training ◽  
Education In Brazil ◽  
Indigenous Teachers

The indigenous education in Brazil incorporates important elements of the United Nations Declaration on the Rights of Indigenous Peoples, adopted by the United Nations. The social and cultural organization of Brazilian indigenous peoples is reflected in rights struggles, and in the indigenous school. In Acre, intercultural curriculum in the training of indigenous teachers precedes public policies for indigenous education in Brazil. The present study relates to an Indigenous Teachers Training Course, which is developed by the Indigenous Education Coordination of the State Education Department and that took place in Acre. The cultural and linguistic complexity that involves the formation of indigenous teachers was an element in the teacher's pedagogic practice applied in the debates in the classroom over the course.

‘Urfi marriage, an Egyptian Version of Cohabitation?

1970 ◽  
pp. 64-69
Author(s):  
Ikran Eum
Keyword(s):  
Social Class ◽  
Young People ◽  
The State ◽  
Sexual Desires ◽  
Lower Social Class ◽  
State Pension

In Egypt, the term ‘urfi2 in relation to marriage means literally “customary” marriage, something that has always existed in Egypt but nowadays tends mostly to be secretly practiced among young people. Traditionally, according to Abaza,3 ‘urfi marriage took place not only for practical purposes (such as enabling widows to remarry while keeping the state pension of their deceased husbands), but also as a way of matchmaking across classes (since men from the upper classes use ‘urfi marriage as a way of marrying a second wife from a lower social class). In this way a man could satisfy his sexual desires while retaining his honor by preserving his marriage to the first wife and his position in the community to which he belonged, and keeping his second marriage secret.

EDUCATING YOUNG PEOPLE IN PRESERVING THE MEMORY OF THE SECOND WORLD WAR

2020 ◽  
Vol 4 (3) ◽  
pp. 83-88
Author(s):  
Davlatbek Qudratov ◽  
Keyword(s):  
Young People ◽  
Second World War ◽  
The State ◽  
World War ◽  
Educational Activities ◽  
Soviet State ◽  
Military Mobilization ◽  
Second World

The article analyzes the state of schools and education in General during the Second World war. The slogan "Everything for the front, everything for victory!" defined the goal not only of all military mobilization activities of the Soviet state, but also became the center of all organizational, ideological, cultural and educational activities of the party and state bodies of Uzbekistan.

ELECTION SYSTEM OF THE REPUBLIC OF KAZAKHSTAN

2020 ◽  
Author(s):  
Daria Kozlova
Keyword(s):  
Young People ◽  
Legal Education ◽  
Electoral System ◽  
The State ◽  
Participation Rates ◽  
High Participation ◽  
Election System ◽  
The Republic

This article discusses the general characteristics of the electoral system of Kazakhstan by the example of elections of the President of the Republic, the Senate of the Parliament of Kazakhstan and deputies of the Mazhilis. The features of dividing this system into majority and proportional are also disclosed. The article analyzes the features of the appointment and conduct of elections and the principles on which they are based. It is also shown how the active activity of the state in the field of legal education of young people and their familiarization with the electoral system affects the high participation rates of citizens in elections.

МОДА ЯК ВИДОВИЩЕ: ЕТНОКУЛЬТУРНІ ТА МІФОЛОГІЧНІ ВИМІРИ

2020 ◽  
Author(s):  
Admink Admink
Keyword(s):  
Twentieth Century ◽  
Young People ◽  
Everyday Life ◽  
Cultural Influences ◽  
Ethnic Culture ◽  
The Earth ◽  
The Everyday ◽  
Variety Show

Прослідковуються урбанізаційні та дезурбанізаційні процеси в моді ХХ ст. Звернено увагу на недостатню вивченість питань естетичних та культурологічних аспектів формування моди як видовища в контексті образного простору культури повсякдення. Визначено видовищні виміри модної діяльності як комунікативної сцени. Наголошено на необхідності актуалізації народних мотивів свята, творчості в гурті, певної стилізації у митців та дизайнерів моди мистецтва ностальгійного, втраченого світу з метою осягнення фольклорної, глибинної стихії моди як екомунікативного простору культури повсякдення. Ключові слова: міф, мода, етнокультура, етнос, свято, площа Ключові слова: міф, мода, етнокультура, етнос, свято, площа. According to E. Moren ethnic cultural influences take place in urbanized environment and turn it into "island ontology".Everyday life ethnic culture is differentiated, specified as a certain type of spectacle. However, all that powerful cosmologism, which used to exist as an open-air theater in settlements, near rivers, grasslands, roads, is disappearing. The everyday life culture loses imperatives, patterns, and cosmological designs, where, for example, the “plahta” contains rhombuses, squares, and rectangles - images of the earth, and the top of the costume symbolizes the sky. Yes, the symbolic marriage of earth and sky was a prerequisite for marrying young people. The article deals with traces of the urbanization and deurbanization processes in the twentieth century fashion.Key words: ethnic culture, culture of everyday life, ethnics, holidays, variety show, knockabout comedy, square.

The transfer of European intercultural discourse towards Latin American educational actors: a Mexican case study

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Laura Mateos
Keyword(s):  
Latin American ◽  
Indigenous Education ◽  
The State ◽  
Intercultural Education ◽  
Bilingual Teachers ◽  
Ethnographic Data ◽  
Intellectual Networks ◽  
State Educational ◽  
Intercultural Discourse

This paper analyses the ways transfer of the discourse on interculturality and intercultural education, as it has been coined and shaped by European anthropologists and pedagogues, towards educational actors and institutions in Latin America. My ethnographic data illustrate how this intercultural discourse is currently transferred through intellectual networks to different kinds of Mexican actors who are actively “translating” this discourse into the post-indigenismo situation of “indigenous education” and ethnic claims making in Mexico. On the basis of fieldwork conducted in two different institutions in the state of Veracruz, the appropriation and re-interpretation of, as well as the resistance against, the European discourse of interculturality are studied by comparing the training of “intercultural and bilingual” teachers through the state educational authorities and the notion of intercultural education, as applied within the so-called “Intercultural University of Veracruz”.

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