Intercultural education and literacy
Intercultural education and literacy
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跨文化教育和扫盲
DOI：
10.1075/swll.7
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发表时间：
1999
影响因子：
--
通讯作者：
S. Aikman
中科院分区：
文献类型：
--
作者：
S. Aikman
世界各地的土著人民呼吁控制他们的教育，以重申他们的身份和捍卫他们的权利。在拉丁美洲，土著人民、各国政府和国际组织已确定跨文化教育是促进这一进程的一种手段。这本书调查了土著人民的教育和土著人民的教育，并审查了理论和方法发展与正式实践之间的关系。一项关于秘鲁亚马逊地区阿拉克姆布特人的民族志研究提供了土著人民正在经历的社会、文化和教育变化的详细例子，洞察了阿拉克姆布特的口语学习和教学实践，并回顾了他们对知识、教学方法和评价的概念化。然而，拉丁美洲各国政府正在推动的跨文化教育模式是两文并以学校为基础的。该书在阿拉克姆布特人的背景下，根据对文化和课程的不同概念，分析了土著和非土著模式，寻求一种尊重他们充满活力的口头文化传统和特性的教育，为他们提供关于更广泛社会的质量相关的教育，并解决他们所过的跨文化生活。
Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.