INDIGENOUS EDUCATION AS A NATIONAL PROJECT IN MEXICO 1910–1920S

2021 ◽  
pp. 87-96
Author(s):  
Tatiana S. Molodchikova ◽  
Keyword(s):  
Indigenous Education ◽  
Native Population ◽  
New Mexican ◽  
Agrarian Question ◽  
Indigenous Student ◽  
Experimental Teaching ◽  
The People ◽  
State Education ◽  
Mexican Society ◽  
Mexican State

This article focuses on the study of the characteristics of the sociocultural policy of the Mexican state in relation to the indigenous population in the 1910–1920s – a period of revolutionary transformations and the building of a “new type” society in Mexico. During the Mexican Revolution, the “Indian question”, along with the work and agrarian question, became a key point in the policy of the revolutionary governments. The importance of the popular education issue in Mexico in the first post-revolutionary years was determined by the fact that three quarters of the population did not have access to the state education system, as well as by the existence of numerous ethnosocial groups, territorially and culturally separated from each other and the rest of the country. It should be emphasized that the 1910–1920s were marked by the genesis of numerous theories of the unification of Mexican society and the integration of the native population, as well as by the introduction of modern, experimental teaching methods (in particular, the rationalist and socialist school), the purpose of which was to translate into reality the Revolution ideals and build a new Mexican society. The policy of integrating the native population of Mexico was carried out through numerous educational projects, which include the “cultural missions”, “Indigenous Student House”, “House of the People” and others. Analysis of archival materials related to the preparation of the first «cultural missions», as well as the functioning of educational institutions designed to educate the indigenous student, made it possible to identify the characteristics of the socio-cultural integration of the rural population of Mexico during the above period.

Sowing the Seeds of Neo-Imperialism: The Rockefeller Foundation's Yellow Fever Campaign in Mexico

1992 ◽  
Vol 22 (3) ◽  
pp. 529-554 ◽  
Author(s):  
Armando Solórzano
Keyword(s):  
United States ◽  
Yellow Fever ◽  
Rockefeller Foundation ◽  
The United States ◽  
Political Arena ◽  
The People ◽  
Mexican State ◽  
Political Interests ◽  
Southern Border ◽  
By Products

The Rockefeller Foundation's campaign against yellow fever in Mexico sought to advance the economic and political interests of U.S. capitalism. The campaign was implemented at a time of strong anti-American sentiments on the part of the Mexican people. With no diplomatic relationships between Mexico and the United States, the Rockefeller Foundation presented its campaign as an international commitment. Thus, Foundation doctors became the most salient U.S. diplomats. At the same time they made sure that the Mexican yellow fever would not spread to the United States through the southern border. The by-products of the campaign went beyond the political arena. Special techniques to combat the vectors allowed the Rockefeller Foundation's brigades to change the anti-American sentiments of the people. When the campaign ended, the Foundation had already set in place the foundation for the modern Mexican health care system. Benefits from the campaign also accrued to President Obregón, who used the campaign to strengthen his position of power. Mexican doctors adopting a pro-American attitude also allied with the Rockefeller Foundation to gain reputation and power within the emerging Mexican State.

scholarly journals Implementing Indigenous Education Policy Directives in Ontario Public Schools: Experiences, Challenges and Successful Practices

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Emily Milne
Keyword(s):  
Public Schools ◽  
Student Success ◽  
Indigenous Education ◽  
Policy Implications ◽  
Policy Framework ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Indigenous Student ◽  
Material Policy ◽  
Indigenous Educators

The Ontario Ministry of Education has declared a commitment to Indigenous student success and has advanced a policy framework that articulates inclusion of Indigenous content in schooling curriculum (Ontario Ministry of Education, 2007). What are the perceptions among educators and parents regarding the implementation of policy directives, and what is seen to encourage or limit meaningful implementation? To answer these questions, this article draws on interviews with 100 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators from Ontario Canada. Policy directives are seen to benefit Indigenous and non-Indigenous students. Interviews also reveal challenges to implementing Indigenous curricular policy, such as unawareness and intimidation among non-Indigenous educators regarding how to teach material. Policy implications are considered.

Indigegogy

2020 ◽  
Author(s):  
Kathy Absolon ◽  
Giselle Dias
Keyword(s):  
Social Work ◽  
Indigenous Knowledge ◽  
Indigenous Peoples ◽  
Social Work Education ◽  
Indigenous Education ◽  
Language And Culture ◽  
The People ◽  
Indigenous Educators ◽  
Work Education ◽  
Indian Control

A paradigm shift in Indigenous social work education centers on Indigenous knowledge. Indigenous educators are asserting the place of Indigenous knowledge, language, and culture in Indigenous social work education and have been leaders in generating significant changes over the last 40 years. Shifts have occurred over a continuum time spanning pre-contact and contact through colonization, education as a mechanism of the colonial project, movements of Indian control over Indigenous education, decolonizing education, and into the paradigm of Indigegogy. The article focuses on Indigegogy illustrating a deeper look of Indigegogy as an Indigenist paradigm. The intention of this article is to contribute to the understanding and knowledge of Indigegogy within an Indigenist paradigm with the intention of continuing the return of Indigenous social work education back to Indigenous peoples interested in learning the ways of the people, in the ways of the people.

A new genus and two new species of Apomecynini, a new species of Desmiphorini, and new records in Lamiinae and Disteniidae (Coleoptera)

Zootaxa ◽  
2019 ◽  
Vol 4691 (5) ◽  
pp. 561-574
Author(s):  
DANIEL HEFFERN ◽  
ANTONIO SANTOS-SILVA ◽  
JUAN PABLO BOTERO
Keyword(s):  
New Species ◽  
New Record ◽  
New Genus ◽  
New Records ◽  
Quintana Roo ◽  
New Mexican ◽  
Mexican State ◽  
Two New Species ◽  
The Usa ◽  
A New Species

A new Mexican state record is provided for Holoaerenica apleta Galileo & Martins, 1987 and a new Honduran record is provided for Antodice sexnotata Franz, 1959 (both Aerenicini). A new Mexican state record is provided for Ptericoptus caudalis Bates, 1880 (Apomecynini). A new record for Panama is provided for Novantinoe hovorei Santos-Silva, 2007 (Disteniidae, Disteniinae). Vandenbergheius celaquensis, gen. nov., sp. nov. (Apomecynini) is described from Honduras; Adetus croton (Apomecynini) is described from the USA (Texas), Mexico (Sonora, Jalisco, Chiapas, Michoacán, Quintana Roo, Tamaulipas, Yucatán, Nuevo León), and Honduras; and Estoloides sinaloana (Desmiphorini) is described from Mexico (Sinaloa). 

КОНФЛИКТ ЦЕЛЕЙ И РЕЗУЛЬТАТА: АНТИТЕЗЫ ВАСИЛИЯ РОЗАНОВА В ПРИМЕНЕНИИ К СОВРЕМЕННОМУ ОБРАЗОВАНИЮ

2018 ◽  
Vol 13 (4) ◽  
pp. 130
Author(s):  
S. G. Kolenko ◽  
E. Yu. Mashukova
Keyword(s):  
Educational System ◽  
Opposite Effect ◽  
School Education ◽  
State Structure ◽  
Cultural Traditions ◽  
The Enlightenment ◽  
European Tradition ◽  
The People ◽  
State Education ◽  
Xix Century

Crimes committed by adolescents, including those provoked by the information war against Russia, testify to the helplessness of our educational system. Russian philosophical and pedagogical thought, including V. V. Rozanov`s works, with the integrity of theoretical and practical approaches, helps to analyze and find the reasons for the unsatisfactory state of school education. The purpose of this article is to identify in Vasily Rozanov`s philosophical heritage those ideas that, despite their value and relevance, remain beyond attention of modern reformers of school. In search of the source of the established perverse practice of school education, the authors, after the philosopher, come to a European tradition rooted under influence of ideas of J. J. Rousseau, J. Locke and other thinkers of the Enlightenment, uncritically perceived and borrowed by russian system of state education in the XIX century. However, since then, despite repeated breakdown of the state structure, these principles of education have remained the same. The acuteness of the question lies in the fact that education built on these principles not only does not give the soul of a rising personality food for its development, but also produces the opposite effect, corrupts it. The authors see the way out of this vicious circle in ideas of V. Rozanov, who preaches principles of education, based on absolute values rooted in history and religious and cultural traditions of the people.

F. D. Kryukov - Teacher, Public Figure, Writer. Evolution of Political Views

2021 ◽  
pp. 65-71
Author(s):  
Sergey A. Kislitsyn ◽  
Inna G. Kislitsyna
Keyword(s):  
Political Life ◽  
Political Activities ◽  
Constituent Assembly ◽  
The People ◽  
State Education ◽  
Political Views ◽  
Childhood And Youth ◽  
The First World War ◽  
The Military ◽  
First World

The article analyzes the socio-political activities of the writer F. Kryukov and the evolution of his views. While working as a history and geography teacher, he sharply criticized and publicly evaluated the capabilities of the state education system. During the 1905 revolution, he was a Deputy of the 1st State Duma, the founder of the party of People's Socialism, and opposed the participation of the Cossacks in suppressing the revolution. During the Stolypin reaction, he published his stories about the Cossacks in the neonational magazine “Russian Wealthˮ and was criticized by V. I. Lenin. During the First world war, Kryukov acted as a supporter of “war to the bitter endˮ and became a supporter of conservative political views. After February, he re-entered political life. In April 1917, he was a delegate to the Military Congress in Novocherkassk and a candidate for the Constituent Assembly from the Don Army. Kryukov did not accept the October revolution and the idea of social equality and categorically condemned it. He became a Deputy and Secretary of the Military Circle and editor of the newspaper “Don Statementsˮ, where he published more than 30 articles and essays about the White Movement and the Cossacks. His journalism of the period demonstrated the ultra-pedigree position of the representative of the vendean part of the Cossacks. Kryukov became a counterrevolutionary, abandoning the people's socialist ideals. This transformation of worldview values was logical, since it was based on the Cossack self-consciousness and self-perception laid down from childhood and youth. At every stage of evolution as a politician, Kryukov was a prominent figure in public life, which makes him one of the most prominent figures of the Don land.

scholarly journals “To remain working for the People” : Ojibwe Women in an Indigenous Teacher Education Program

2008 ◽  
Vol 9 ◽  
pp. 121-143 ◽  
Author(s):  
Kate Freeman
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Indigenous Education ◽  
Cultural Continuity ◽  
Indigenous Students ◽  
The People ◽  
Design And Practice ◽  
Study Participants ◽  
Culture Creation

This paper explores the role of relationships for eight Indigenous (Ojibwe) women enrolled in a Canadian teacher education program, specifically, the ways in which relationships pertained to Indigenous culture-creation and continuity through education. Findings from this small study suggest that there is some consistency in the relational orientations and in the roles of Ojibwe women past and present. The paper outlines ways in which study participants are demonstrating cultural continuity in fulfilling roles as learners and as teachers of Indigenous students. It concludes with questions and implications for the design and practice of Indigenous education.

New Mexican State Record for Golofa incas Hope (Coleoptera: Scarabaeidae, Dynastinae)

10.1649/646 ◽  
2003 ◽  
Vol 57 (3) ◽  
pp. 296-296
Author(s):  
MaMagdalena Ordóñez Reséndiz ◽  
A. Cuauhtémoc Deloya López
Keyword(s):  
New Mexican ◽  
Mexican State
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