Persistent dichotomies and emblematizations in intercultural bilingual education: a reading from Mexico.
Abstract The purpose of this paper is to contribute to the debate on interculturality and its application in the so-called intercultural bilingual education (IBE) in Mexico. We focus on two emblems used by IBE that refer to a fixed conceptualization in the culture and language of the so-called ind...
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| Autores principales: | , |
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| Formato: | Artículo publishedVersion Artículo enviado a un dossier temático |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2022
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/10045 https://repositoriouba.sisbi.uba.ar/gsdl/cgi-bin/library.cgi?a=d&c=runa&d=10045_oai |
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| Sumario: | Abstract
The purpose of this paper is to contribute to the debate on interculturality and its application in the so-called intercultural bilingual education (IBE) in Mexico. We focus on two emblems used by IBE that refer to a fixed conceptualization in the culture and language of the so-called indigenous communities to mark identities, and to certain approaches to bilingualism as a static view to understand multilingual realities. We propose an exercise of reflection based on our research on indigenous schooling processes in urban and migration contexts, and on indigenous youth in higher education, as well as on the accompaniment of indigenous community pedagogical models in the state of Oaxaca. The methodological perspective that guides the analysis is based on the anthropology of education that views the school as a political arena where the state relates to various social actors.
Key Words: intercultural education, indigenous people, bilingualism, culture, identity |
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