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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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INTERCULTURALITY AGAINST THE MIRROR: A CRITIQUE FROM THE PERUVIAN EXPERIENCE
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In: Laura A. Valdiviezo (2020)
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“To Educate for Them in Different Ways;” Defining Inclusion in Popular and Intercultural Education in Argentina and Peru
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In: Laura A. Valdiviezo (2019)
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| 4 |
The Education and Development of Peruvian Youth: Opportunities, Challenges, and Possibilities
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In: Laura A. Valdiviezo (2018)
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| 5 |
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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| 6 |
Culture in Bilingual and Multilingual Education: Conflict, Struggle and Power
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In: Laura A. Valdiviezo (2015)
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| 7 |
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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| 8 |
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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| 9 |
Political Discourse and School Practice in Multilingual Peru
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In: Laura A. Valdiviezo (2014)
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| 12 |
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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| 13 |
"El niño debe aprender en su idioma": A Teacher's Approximations to Language Policy in an Indigenous Peruvian School
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In: Laura A. Valdiviezo (2013)
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| 14 |
Vertical and horizontal approaches to ethnography of language policy in Peru
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In: Laura A. Valdiviezo (2013)
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| 15 |
Indigenous knowledge and education from the Quechua community to school: beyond the formal/non-formal dichotomy
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In: Laura A. Valdiviezo (2012)
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Abstract:
In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.
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Keyword:
Education; Formal and non-formal education; Indigenous community; Indigenous education; Language Policy and Indigenous Education; Quechua
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URL: https://works.bepress.com/laura_valdiviezo/9
http://www.tandfonline.com/doi/full/10.1080/09518398.2012.737041
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| 16 |
Adolescent Literacies in Latin America and the Caribbean
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In: Laura A. Valdiviezo (2011)
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| 17 |
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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| 18 |
“Angles Make Things Difficult”: Teachers’ Interpretations of Language Policy and Quechua Revitalization in Peru.
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In: Laura A. Valdiviezo (2010)
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| 19 |
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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| 20 |
"Don't you want your child to be better than you?": Enacting ideologies and contesting intercultural policy in Peru.
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In: Laura A. Valdiviezo (2009)
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