This issue provides striking examples of how current educational policies and practices play a fundamental role in processes that constitute immigrant and ethnic minority children as ‘others’. This collective compendium not only interweaves theory and practice but also initiates a trans-Atlantic conversation about intercultural education embracing ethnographic cases from North America (Texas), South America (Bolivia) and Europe (Spain). These conversations lead towards an interesting exercise of similarities and differences in how interculturality is used and understood in the classroom, based on the local fluid composition of ideological, ethnic, political and economic factors.
Where Do We Go From Here?
Jennifer Lucko and Alicia Re Cruz
Florian Krobb and Dorit Müller
methodologies commensurate with the specific cultural, textual, medial, and epistemological qualities of the materials. Finally, this approach demands intercultural awareness, in particular an understanding of the specific form and substance of the cultural
Study of Slovenian Transition
Contemporary political rituals have been a neglected topic in Slovenian ethnology and anthropology. This article presents celebrations of Slovenian statehood in the period of transition - from 1991 to the present - which were being organised in the Republic Square (Trg Republike) and cultural centre Cankarjev dom in Ljubljana, and have been outlining the components of Slovenian political mythology and offering solutions for the new national future. The analysis is focused on the holders of political, cultural and media systems. It attempts to disclose the significance and use of the concept of intercultural dialogue in contemporary Slovenian society by exploring the relationship between ritual and its social background.
Epistemological and Ethical-political Proposals
Interculturality has been consolidated as an analytical category which is key in studies and discussions related to both the disciplines of Anthropology and of Education, particularly in the Latin American arenas. This article intends, first, to deepen the reflection on the paradoxes and ambiguities that the intercultural approach is currently facing due to the dominance of the discourses and strategies of multiculturalism in social and educational practices internationally. Second, it discusses some of the theoretical contributions in Anthropology and Education towards the definition of an epistemological framework for ethnographic research in the area of Education. Lastly, it discusses the ethical and political implications of research in Education using the intercultural approach.
Bolivia is currently immersed in the Education Revolution, based on the implementation of a socio-community education system built upon a series of principles, among which intracultural, intercultural and pluri-lingual education is a fundamental pillar. I conducted ethnographic fieldwork from 2008 to 2010 in a school that put into practice some of these postulates. This article focuses on the articulation of curriculum content, practice and new education policies. The school claimed to carry out what the new law proposed in the context of intraculturalism, interculturalism and multilingualism. This study focused on the articulation of practice and curriculum in the school, regarding the tenets of the new law, and the consequences in relation to racism and essentialization of culture.
Formative Experiences and Identity in Peasant Childhood
that the work of indigenous identification operates according to circumstances that are not of their own choosing. These contributions to the concept of ethnic identity allowed our team to study inter-cultural education in different zones of Argentina
Since the early 1970s, the author has been working among the poverty-stricken Yaka people in rural southwestern Congo and suburban Kinshasa. A descendant of a colonizing society, the author sought immersion in a particular Congolese community and later in suburban Kinshasa, as well as insights from within the host group's own rationale and perceptions. Through reciprocal fascination and compassionate encounter, hosts and anthropologists transfer onto each other images, longings, and thoughts that in many ways are unconsciously biased. The self-reflective experience of integration in other life-worlds has helped the author to self-critically scrutinize his own native Belgian socio-cultural matrix. The article advocates a type of post-colonial and psychoanalytically inspired anthropology that urges self-critical understanding of definitions of self-creation in relation to alterity constructs. Any further development of psychoanalytically informed anthropology, or of culture-sensitive psychoanalysis, should draw on this understanding of co-implication and intercultural polylogue, thereby allowing these disciplines to transcend their Eurocentric antecedents.
Gunther Dietz and Laura Mateos Cortés
Multicultural discourse has reached Latin American higher education in the form of a set of policies targeting indigenous peoples. These policies are strongly influenced by the transfer of European notions of 'interculturality', which, in the Mexican context, are understood as positive interactions between members of minority and majority cultures. In Mexico, innovative and often polemical 'intercultural universities or colleges' are being created by governments, by NGOs or by pre-existing universities. This trend towards 'diversifying' the ethnocultural profiles of students and curricular contents coincides with a broader tendency to force institutions of higher education to become more 'efficient', 'corporate' and 'outcome-oriented'. Accordingly, these still very recently established 'intercultural universities' are often criticised as being part of a common policy of 'privatisation' and 'neoliberalisation' and of developing curricula particular to specific groups which weakens the universalist and comprehensive nature of Latin American public universities. Indigenous leaders, on the contrary, frequently claim and celebrate the appearance of these new higher education opportunities as part of a strategy of empowering actors of indigenous origin or African descent.
Going beyond this polemic, this paper presents the first findings of an activist anthropological and ethnographically-based case study of the actors participating in the configuration of one of these new institutions of higher education, the Universidad Veracruzana Intercultural (UVI), located on the Mexican gulf coast. This article examines the way UVI has appropriated the discourse of interculturality on the basis of fieldwork conducted in the four indigenous regions where the UVI offers a B.A. in Intercultural Management for Development. The study focuses on the actors' teaching and learning practices, which are strongly shaped by an innovative and hybrid mixture of conventional university teaching, community-oriented research and 'employability'-driven development projects.
Action research reform of a US study abroad programme in Seville, Spain
Eva Infante Mora and Davydd J. Greenwood
CASA-Sevilla is a study abroad programme for US university students with an advanced level of Spanish. In recent years, new patterns of social behaviour among students (mainly the use of technology and low-cost flights) aggravated their difficulties in establishing contacts with the local society, which often resulted in the perpetuation of stereotypes. The programme goals of cultural immersion and language improvement were therefore at risk. Through an action research and a participatory organisational development process, CASA-Sevilla stakeholders carried out a profound reform of the programme, based on the principles of active pedagogy, mentoring and community-engaged learning. This section illustrates this reform process, with its highlights and shadows.
Eva Infante Mora, Luisa Álvarez-Ossorio Piñero, and Bartolomé Miranda Díaz
This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme’s previous design (homestays, cultural visits), but they needed to be structured into the curriculum, with clear learning goals and evaluation criteria. In addition, to palliate the obstacles students experienced when trying to establish connections with the local society, service-learning in community organisations was introduced into the core ‘Beyond Stereotypes’ course. This section describes the strategies that were designed to encourage active learning in the homestays, the cultural visits and the participation in community organisations, and the role these elements play in the new programme.