Bilingual-Intercultural Education for Indigenous Children: The Case of Mexico in an Era of Globalization and Uprisings

Autor/inn/en	Tinajero, Guadalupe; Englander, Karen
Titel	Bilingual-Intercultural Education for Indigenous Children: The Case of Mexico in an Era of Globalization and Uprisings
Quelle	In: Intercultural Education, 22 (2011) 3, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2011.592019
Schlagwörter	Multicultural Education; Indigenous Populations; Global Approach; Foreign Countries; Educational Policy; Bilingualism; Bilingual Education; American Indians; American Indian Languages; Spanish; Well Being; Social Change; Conflict; Language of Instruction; Language Planning; Mexico + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Sinti und Roma; Globales Denken; Ausland; Politics of education; Bildungspolitik; Bilingualismus; Bilingual teaching; Bilingualer Unterricht; American Indian; Indianer; Spanisch; Well-being; Wellness; Wohlbefinden; Sozialer Wandel; Konflikt; Teaching language; Unterrichtssprache; Sprachwechsel; Mexiko
Abstract	The past 25 years have brought upheaval to the indigenous people of Mexico due to two opposing forces: modernization and globalization, on the one hand, and indigenous uprisings on the other. Suddenly, the topic of indigenous languages and education was brought into official discussions at the national level. This paper examines the tensions that emerge between the political discourses which emanate from within the indigenous communities and from the national government, and the actual implementation of educational policy models. The political-educational discourse shifted from Spanishization [castellanizacion], assimilation, and integration to bilingualism, interculturalism, and participation. We demonstrate that this shift was not a smooth transition, but rather an abrupt change that occurred in the early 1990s. Further, despite the shift to new discourses that respected indigenous languages and cultures, institutional factors have not been altered sufficiently to improve the conditions of indigenous education or their well-being in Mexico. Thus, ultimately, the new discourse of bilingualism and interculturalism in education serves to obfuscate the socio-political-economic work that must be done to truly allow the indigenous people to participate in the nation's political life. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10