Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru

Autor/in	Ames, Patricia
Titel	Language, Culture and Identity in the Transition to Primary School: Challenges to Indigenous Children's Rights to Education in Peru
Quelle	In: International Journal of Educational Development, 32 (2012) 3, S.454-462 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2011.11.006
Schlagwörter	Indigenous Populations; Childrens Rights; Foreign Countries; Case Studies; Poverty; Longitudinal Studies; Elementary Education; American Indians; Self Concept; Equal Education; Educational Environment; American Indian Languages; American Indian Culture; Language of Instruction; Peru + Suchen Sie Ihr Suchwort? Sinti und Roma; 'Children''s rights'; Kindesrecht; Ausland; Case study; Fallstudie; Case Study; Armut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementarunterricht; American Indian; Indianer; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching language; Unterrichtssprache
Abstract	This paper analyses a "critical moment" in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10