Indigenous Higher Education in Mexico and Brazil: Between Redistribution and Recognition

Autor/inn/en	Oyarzún, Juan de Dios; Perales Franco, Cristina; McCowan, Tristan
Titel	Indigenous Higher Education in Mexico and Brazil: Between Redistribution and Recognition
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 6, S.852-871 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1354177
Schlagwörter	Foreign Countries; Indigenous Populations; Higher Education; Access to Education; Educational Policy; Affirmative Action; Cultural Awareness; School Policy; Culturally Relevant Education; Social Justice; Equal Education; Political Issues; Social Bias; Teacher Education Programs; Public Colleges; Private Colleges; Politics of Education; Barriers; Institutional Autonomy; Mexico; Brazil + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Cultural identity; Kulturelle Identität; Schulpolitik; Soziale Gerechtigkeit; Politischer Faktor; Privathochschule; Educational policy; Institutionelle Autonomie; Mexiko; Brasilien
Abstract	Indigenous groups in Latin America face a double exclusion from higher education, with low levels of access to institutions and little acknowledgement of their distinctive cultural and epistemological traditions within the curriculum. This article assesses current policies in Mexico and Brazil towards indigenous populations in higher education, considering the various responses to the challenge, including affirmative action programmes in mainstream universities, intercultural courses and autonomous institutions. These policies and initiatives are analysed using the theoretical frames of redistribution and recognition, focusing on demands for formal equality and material wellbeing on the one hand, and a distinctive cultural and educational space on the other. While state-sponsored policies focus primarily on the redistributive element, initiatives based on recognition come largely from autonomous organisations, raising a series of dilemmas and tensions around educational justice for indigenous populations in the region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01