scholarly journals Volver a tu tierra: dispositivo pedagógico intra y entrecultural en la formación docente inicial en Oaxaca, México

2017 ◽  
pp. 93-109
Author(s):  
Isaac Angeles Contreras
Keyword(s):  
Education Policy ◽  
Cultural Diversity ◽  
Indigenous Peoples ◽  
Sense Of Belonging ◽  
Cultural Space ◽  
Teachers Training ◽  
Formación Docente

La formación docente inicial es un espacio de configuración de sujetos pedagógicos, cuya tarea será participar en el proceso de configuración de los sujetos de la sociedad del futuro; ante ese escenario y considerando al docente como sujeto productor de imaginarios y realidades sociales, se requiere de dispositivos y procesos pedagógicos y didácticos que problematicen su trayecto configurativo desde una lógica intra-entrecultural, que a la postre le permita repensarse como sujeto cultural situado/a en espacio-tiempo. Es ahí donde el dispositivo pedagógico-didácti­co denominado “Volver a tu tierra”, representa un reto y una oportunidad para los docentes forma­dores y docentes en formación, para afianzar su sentido de pertenencia geobiocultural, que valore sus prácticas sociales, así como el fortalecimiento de su identidad profesional: esta propuesta no está ajena a las críticas, conflictos y desafíos; sin embargo, representa una opción formativa que permite desplegar las potencias humanas de quienes pretenden detonar procesos de humaniza­ción en este jardín de la diversidad geobiocultural.Palabras clave: dispositivo pedagógico, intracultural, entrecultural, educación, educación comunal y diversidad cultural. ABSTRACTGoing back to your land, intra-amidstcultural pedagogical device in the initial education of teachers in Oaxaca, MexicoThe pedagogical device (mechanism) “Volver a tu tierra” (Coming back to your homeland) is a didactic-pedagogical proposal for the Initial Teachers Training, based upon an intra-entrecultural perspective in order to promote a contextual education in a multi-cul­tural entity with communal and communitarian life practices in the presence of a homogenization education policy and cultural hegemonization; teachers, as pedagogical and cultural beings, are responsible for generating cultural re-significance, re-assesment and re-acknowledgement pro­cesses in order to generate pedagogical and didactic processes which revitalize them, in a such way that they can reinforce the sense of belonging of the students, starting from their matrio and nosotrico context as a bio-cultural space and from other cultural matrix; on the basis of the COMUNALIDAD approach as a millenary life practice, teachers can change the cultural subordi­nation in which indigenous peoples have been submitted.Keywords: pedagogical device (mechanism), intra-entrecultural, education, communal education, communitarian, cultural diversity.

Is There a Place for Minorities' and Indigenous Peoples' Rights within ASEAN?: Asian Values, ASEAN Values and the Protection of Southeast Asian Minorities and Indigenous Peoples

2010 ◽  
Vol 17 (1) ◽  
pp. 75-110 ◽  
Author(s):  
Byung Sook de Vries ◽  
Anna Meijknecht
Keyword(s):  
Human Rights ◽  
Cultural Diversity ◽  
Indigenous Peoples ◽  
Culturally Diverse ◽  
Southeast Asian ◽  
Regional Level ◽  
Asian Values ◽  
Minority Protection ◽  
The World ◽  
The One

AbstractSoutheast Asia is one of the most culturally diverse regions in the world. Nevertheless, unlike minorities and indigenous peoples in Western states, minorities and indigenous peoples in Asia have never received much attention from politicians or legal scholars. The level of minority protection varies from state to state, but can, in general, be called insufficient. At the regional level, for instance, within the context of the Association of Southeast Asian Nations (ASEAN), there are no mechanisms devoted specifically to the protection of minorities and indigenous peoples. In December 2008, the ASEAN Charter entered into force. In July 2009 the Terms of Reference (ToR) for the ASEAN Inter-Governmental Commission on Human Rights were adopted. Both the Charter and the ToR refer to human rights and to cultural diversity, but omit to refer explicitly to minorities or indigenous peoples. In this article, the extent to which this reticence with regard to the protection of minorities and indigenous peoples is dictated by the concept of Asian values and ASEAN values is explored. Further, it is analysed how, instead, ASEAN seeks to accommodate the enormous cultural diversity of this region of the world within its system. Finally, the tenability of ASEAN's policy towards minorities and indigenous peoples in the light of, on the one hand, the requirements of international legal instruments concerning the protection of minorities and indigenous peoples and, on the other hand, the policies of the national states that are members of ASEAN is determined.

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

scholarly journals Contested Rights of Local Communities and Indigenous Peoples in Conflicts over Biocultural Diversity: The case of Karen communities in Thung Yai, a World Heritage Site in Thailand

2015 ◽  
Vol 49 (6) ◽  
pp. 2022-2062 ◽  
Author(s):  
REINER BUERGIN
Keyword(s):  
Nature Conservation ◽  
Cultural Diversity ◽  
Indigenous Peoples ◽  
World Heritage ◽  
Local Communities ◽  
Self Determination ◽  
World Heritage Site ◽  
Biocultural Diversity ◽  
Heritage Site ◽  
Legal Frameworks

AbstractThe conceptualization of interrelations between biological and cultural diversity since the 1980s indicates a biocultural turn in discourses and policies regarding nature conservation, sustainable development, and indigenous peoples. These interrelations frequently manifest as conflicts between local communities who derive their livelihoods and identity from their lands and resources, and external actors and institutions who claim control over these areas, invoking superior interests in nature conservation, development, and modernization. In these asymmetric conflicts over biocultural diversity, framed in discourses that demand the preservation of both biological and cultural diversity, the opportunities for local communities to assert their claims crucially depend on external discursive and legal frameworks.Based on a study of the Karen ethnic minority groups in the Thung Yai World Heritage Site in Thailand, this article explores challenges and chances for local communities to assert claims and rights to lands, resources, and self-determination in the context of the biocultural turn in environment and development discourses as well as heterogeneous legal frameworks. Human rights as individual rights are widely recognized, but may be difficult to enforce and of limited suitability in conflicts over biocultural diversity. Group rights like indigenous rights are increasingly devised to protect ethnic minorities and perpetuate cultural diversity, but are often disputed on the national level and may be ambiguous regarding heterogeneous communities. In Thailand and globally, community rights provide another promising framework with regard to conflicts over biocultural diversity if the claims of communities to livelihoods and self-determination are respected.

The Three Dimensions of the Rights of Indigenous Peoples

2009 ◽  
Vol 11 (1) ◽  
pp. 103-118 ◽  
Author(s):  
René Kuppe
Keyword(s):  
Cultural Diversity ◽  
Indigenous Peoples ◽  
Common Good ◽  
The State ◽  
Three Dimensions ◽  
Constitutional Democracy ◽  
Basic Principles ◽  
The Common Good ◽  
Legal Fiction ◽  
The Common

AbstractIndigenous peoples experience three levels of injustice: they are the trans-generational victims of historic colonisation; they are politically disenfranchised and their cultural diversity is not officially recognized. Indigenous peoples struggle for the recognition of their specific rights in order to overcome the injustice they are currently experiencing. This article explains how the recognition of these rights conflicts with some of the basic principles of modern constitutional democracy: the declared equality of all citizens; the legitimization of the state for the common good of all and the legal fiction of one homogenous people making up the state.

scholarly journals What Do Indigenous Education Policy Frameworks Reveal about Commitments to Reconciliation in Canadian School Systems?

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Terry Wotherspoon ◽  
Emily Milne
Keyword(s):  
Education Policy ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Truth And Reconciliation Commission ◽  
Elementary And Secondary Education ◽  
Truth And Reconciliation ◽  
Institutional Structures ◽  
Indigenous Knowledge Systems ◽  
Adequate Understanding ◽  
Policy Frameworks

The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards. 

scholarly journals CULTURAL DIVERSITY IN THE CAMEROON HIGHER EDUCATION POLICY DEFINITION: A HISTORICAL APPRAISAL

2018 ◽  
Vol 3 (5) ◽  
Author(s):  
Hyasinth Ami Nyoh
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Cultural Diversity ◽  
Higher Education Policy

A República de Camarões além de ter sua própria identidade multiétnica, herdou duas identidades do período colonial, a inglesa e a francesa, que se estabeleceram por meio da ensino formal durante a administração britânica e francesa. Após a independência, o país adotou na educação básica12 uma política educacional bilíngüe com dois subsistemas, inglês e francês, respectivamente. No nível superior, a primeira universidade pública era bilíngue, baseada na natureza bi-cultura do país. Este artigo investiga como se dá a implementação das políticas públicas de diversidade cultural desenhadas para o ensino superior. O trabalho examina as bases, práticas e armadilhas na consideração da diversidade cultural no desenho das políticas de ensino superior em Camarões. Argumenta-se, baseado na prática em universidades estatais, que os esforços de introduzir e implementar políticas biculturais inclusivas no ensino superior foram um desastre devido a variedade de demandas exigidas pela diversidade. Utilizando uma abordagem integrada para atrelar questões inter-relacionadas, o artigo concluiu que apesar da vontade de parte do governo em garantir um sistema bilíngüe inclusivo no ensino superior, o que aconteceu foi um exclusivismo, que variou de política para a prática e os resultados.

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