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一个核心问题，即在许多州占全国人口很大一部分的少数民族文化双语跨文化教育问题。事实上，土著人民的教育是一个压倒一切的问题，因为它与这些少数群体的文化和物质生存有着内在的联系，研究将集中于一种专门称为文化间双语教育（或土著教育）的教学模式，该模式被普埃布拉（墨西哥）北部山脉的一所高中采用，旨在保护他们的传统知识和生活方式。主要基于生存经济的（可持续农业、互助、社区工作循环）和具体文化特征（母语、传统医学、宗教信仰和服装），他们受到威胁，因为许多人倾向于逃离农村社区，寻求更好的教育。这些人通过城市地区的就业机会以及旨在开发其领土上自然资源的政府发展项目获得了更多的就业机会。保护和传播土著知识的重要性，对土著社区的福祉极为重要。一方面，他们教给年轻人的是正规的知识，而这些知识是他们在城市的正规学校里学习的;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，发展自下而上改善社区生活的技能。显然，对农村社区的研究将为正在进行的双语-跨文化教育的学术讨论带来一个新的视角;此外，它还可能揭示一套良好的做法，为通过基层资源发展参与者的研究提供信息。最后，这样的研究可能会发现通过教育对年轻人的愿望新兴的辩论感兴趣。60学分通过以下15学分的课程可实现：作为一个社会科学家SS 5101;社会科学SS 5102的哲学和方法论;社会科学SS 5103的定性研究;社会科学SS 5104的定量研究

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