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

该项目探讨了多文化社会教育研究的核心问题，即为在许多州占全国人口很大一部分的少数民族提供双语--跨文化教育。事实上，土著人民的教育是一个压倒性的问题，因为它本身就关系到这些少数群体的文化和物质生存。这项研究将侧重于一种专门称为跨文化双语教育(或土著教育)的教学模式，该模式由(墨西哥)普埃布拉北部塞拉利昂的一所高中采用，旨在保护他们的传统知识和生活方式。它们主要建立在维持生计的经济(可持续农业、互助、社区工作循环)和特定的文化特征(土著语言、传统医学、宗教信仰和服装)的基础上，受到年轻人逃离农村社区以在城市地区寻求更好的教育/就业的倾向以及旨在开发其领地自然资源的政府发展项目的威胁。一方面，他们向年轻人传授他们原本会在城市官方学校学习的正规知识；另一方面，他们利用自己的资源和当地知识，为他们提供培训，发展自下而上改善社区生活的技能。了解这所中学对小型、表面上自治的农村社区的功能和影响，将为正在进行的跨文化双语教育的学术讨论带来新的视角；此外，它可能会揭示一系列良好的做法，可能会通过基层资源对参与者发展的研究提供信息。通过以下15个学分的课程可获得60学分：成为一名社会科学家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

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