Educating for alternative futures: Schooling, indigeneity and ethno-development among young Nahuas of the Sierra Norte de Puebla (Mexico)

本项目探讨了多元文化社会教育研究的一个核心话题，即在许多国家占全国人口很大一部分的少数民族文化的双语-跨文化教育。事实上，土著人民的教育是一个压倒一切的问题，因为它本质上关系到这些少数群体的文化和物质生存。该研究将重点关注一种被称为跨文化双语教育（或土著教育）的教学模式，该模式被墨西哥普埃布拉北部塞拉州的一所高中采用，旨在保留他们的传统知识和生活方式。它们主要以自给自足的经济（可持续农业、互助、社区工作循环）和特定的文化特征（母语、传统医学、宗教信仰和服装）为基础，受到年轻人逃离农村社区到城市地区寻求更好的教育/就业的趋势以及旨在开发其领土自然资源的政府发展项目的威胁。强调保存和传播与土著社区福利极其相关的土著知识的重要性的学校教育进程。一方面，他们教给年轻人在城市的官方学校学习的正规知识；另一方面，他们为他们提供培训，通过利用他们自己的资源和当地知识的项目，培养自下而上改善社区生活的技能。了解这所中学对小型、明显自治的农村社区的功能和影响，将为正在进行的关于双语-跨文化教育的学术讨论带来原创的视角；此外，它还可能揭示一套良好做法，为通过基层资源开展参与性发展研究提供信息。最后，这样的研究可能会引起正在兴起的关于年轻人通过教育实现愿望的辩论的兴趣。通过以下15学分的课程获得60学分：作为一名社会科学家SS5101；社会科学哲学与方法论（SS5102）；社会科学质的研究（cs5103）；社会科学定量研究（cs5104）

This project explores a topic at the core interest of educational studies on multicultural societies, thatof bilingual-intercultural education for ethnocultural minorities representing a large part of the nationalpopulation in many states. In fact, education of indigenous people is an overwhelming issue as itinherently relates to both the cultural and material survival of such minority groups.The research will focus on a pedagogical model specifically known as Intercultural Bilingual Education(or Indigenous Education), adopted by a high school of the Sierra Norte of Puebla (Mexico) that seeks topreserve their traditional knowledge and modes of living. Being primarily based on a subsistenceeconomy (sustainable agriculture, mutual help, community work circuits) and on specific cultural traits(native language, traditional medicine, religiosity, and clothing), they are put under threat by youngpeople's tendency to flee rural communities in search of better education/employment in urban areasas well as by governmental development project aiming to exploit natural resources of their territories.Schooling processes that address the importance of preserving and transmitting native knowledgeare of extreme relevance to the welfare of indigenous communities. On the one hand, they teachyoungsters the kind of formal knowledge they would otherwise pursue in urban, official schools; on theother, they provide them with training to develop skills for the bottom-up improvement of their communities' lives through project drawing on their own resources and local knowledge.Understanding the functioning and impact of this secondary school on small, apparently autonomousrural communities would bring an original perspective into the ongoing academic discussion onBilingual-Intercultural Education; in addition, it may shed light on a set of good practices that may informstudies on participant development through grassroots resources. Finally, such research may be foundof interest for the emerging debate about young people's aspiration through education.60 credits achievable through the following 15-credit courses: Being a Social Scientist SS5101; Philosophy and Methodology of the Social Sciences SS5102; Qualitative Research in the Social Sciences SS5103; Quantitative Research in the Social Sciences SS5104