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Indigenous community, youth, and educational research in the Andean World
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In: Laura A. Valdiviezo (2020)
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| 2 |
INTERCULTURALITY AGAINST THE MIRROR: A CRITIQUE FROM THE PERUVIAN EXPERIENCE
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In: Laura A. Valdiviezo (2020)
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When Indigenous Immigrant Students Come to Us: Bilingual Education and Indigenous Rights in the 21st Century -- An Untold Story
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In: Laura A. Valdiviezo (2015)
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| 4 |
Culture in Bilingual and Multilingual Education: Conflict, Struggle and Power
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In: Laura A. Valdiviezo (2015)
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| 5 |
Language Rights for Social Justice: The Case of Immigrant Ethnolinguistic Minorities and Public Education in the United States
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In: Laura A. Valdiviezo (2014)
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| 6 |
Something That Test Scores Do Not Show: Engaging in Community Diversity as a Local Response to Global Education Trends
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In: Laura A. Valdiviezo (2014)
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| 7 |
Political Discourse and School Practice in Multilingual Peru
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In: Laura A. Valdiviezo (2014)
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| 8 |
Cosmovisiones indígenas y construcciones sobre la interculturalidad en la educación bilingüe [Indigenous cosmovision and constructions about interculturality in bilingual education]
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In: Laura A. Valdiviezo (2013)
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| 9 |
Adolescent Literacies in Latin America and the Caribbean
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In: Laura A. Valdiviezo (2011)
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Abstract:
In 2000, approximately 36 million youth and adults living in Latin America and the Caribbean were reported to be unable to read or write basic texts. Of these, 20 million were women. According to official statistics, some countries in Central America (Guatemala, Nicaragua, El Salvador, and Honduras) have a youth and adult literacy rate of 80% or lower. The Caribbean countries currently have literacy rates between 80% and 90%, except for Haiti, which has an estimated rate of 50% ( UNESCO-OREALC, 2004a, p. 39, as reported in Umayahara, 2005, p. 42). Yet what do these official statistics mean? To what language do they refer? What social inequalities are reflected but not illuminated by such statistics? And how are youth, specifically, using reading and writing in creative ways not captured by these official measures? In this chapter, we review official statistics and examine literacy policy and programming for youth across Latin America and the Caribbean. We contrast these official discourses on youth and literacy and programs or policies for youth literacy with empirical studies of adolescent literacy practices—noting a discrepancy that goes beyond being a discursive problem, one that reveals persisting forms of social exclusion and marginalization.
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Keyword:
and Literacies; and Multicultural Education; Bilingual; International and Comparative Education; language; Languages; Latin America; literacy; Multilingual; Youth culture; Youth Cultures
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URL: http://rre.sagepub.com/content/35/1/174
https://works.bepress.com/laura_valdiviezo/3
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| 10 |
Indigenous Worldviews in Intercultural Education: Teachers’ Construction of interculturalism in a bilingual Quechua–Spanish program
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In: Laura A. Valdiviezo (2010)
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| 11 |
Bilingual Intercultural Education in Indigenous Schools: An Ethnography of Teacher Interpretations of Government Policy
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In: Laura A. Valdiviezo (2009)
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| 12 |
Política y Práctica de la Interculturalidad en la educación peruana: análisis y propuesta
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In: Laura A. Valdiviezo (2008)
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