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

教育替代未来：北普埃布拉山脉年轻纳瓦人的学校教育、本土性和民族发展（墨西哥）

• 批准号: 2277253
• 金额: --
• 依托单位: University of St Andrews
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2019
• 资助国家: 英国
• 起止时间: 2019 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2277253
• 关键词: Educating; alternative; futures; Schooling; indigeneity

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

该项目探讨了多元文化社会教育研究的核心主题，即为代表许多州国民人口很大一部分的少数民族文化提供双语跨文化教育。事实上，土著人民的教育是一个压倒性的问题，因为它本质上关系到这些少数群体的文化和物质生存。这项研究将重点关注一种教学模式，特别是跨文化双语教育（或土著教育），该模式由普埃布拉北山脉（墨西哥）的一所高中采用，旨在保护他们的传统知识和生活方式。主要以自给经济（可持续农业、互助、社区工作循环）和特定文化特征（母语、传统医学、宗教信仰和服装）为基础，他们受到年轻人逃离农村社区到城市地区寻求更好教育/就业的倾向以及旨在开发其领土自然资源的政府发展项目的威胁。 保护和传播本土知识的重要性与土著社区的福祉密切相关。一方面，他们向年轻人传授他们本来可以在城市官方学校学习的正式知识；另一方面，他们为他们提供培训，通过利用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运作和影响，将为正在进行的双语跨文化教育学术讨论带来独到的视角；此外，它还可能揭示一系列良好做法，为通过基层资源进行参与者发展的研究提供信息。最后，此类研究可能会引起有关年轻人通过教育实现愿望的新辩论的兴趣。通过以下 15 学分的课程可获得 60 学分：成为社会科学家 SS5101；社会科学哲学与方法论SS5102；社会科学定性研究 SS5103；社会科学定量研究 SS5104