Indigena: A History of Curriculum, Teacher Education, and the Making of Human Kinds

Autor/in	López López, Ligia
Titel	Indigena: A History of Curriculum, Teacher Education, and the Making of Human Kinds
Quelle	(2016), (407 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Wisconsin - Madison
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-7779-9
Schlagwörter	Hochschulschrift; Dissertation; Educational History; Academic Aspiration; Indigenous Populations; American Indians; Teacher Education Programs; Ethnography; News Reporting; Photography; Speeches; Periodicals; Course Descriptions; Educational Change; Foreign Countries; Cultural Pluralism; Archives; Laws; Linguistics; Anthropology; Teacher Education Curriculum; Guatemala + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; History of education; Bildungsgeschichte; Sinti und Roma; American Indian; Indianer; Ethnografie; News report; Reportage; Fotografie; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Kursstrukturplan; Bildungsreform; Ausland; Kulturpluralismus; Archivwesen; Archiv; Law; Recht; Linguistik; Anthropologie
Abstract	In an era when markers of "diversity" (race, gender, ethnicity, sexuality, nationality, language, etc.) are generally common sense, societies ignore the histories of how these markers became possible and the crucial implications these histories have in the present of educational aspirations and people's lives. This dissertation addresses the common sense of "diversity" by examining the making of "what is indigenous," and "what is indigenous" in the making of teacher preparation curricula to correct historical injustices in Guatemala. "Indigenous/indigena" refer to people, knowledges, modes of identification, objects, discourses, and performativities. Drawing from a wide range of archives including journals, newspaper clippings, photographs, speeches, and syllabi, as well as interviews, observations of current teacher preparation programs, and ethnographic accounts from protests, exhibits, and schools serving "indigenous populations," this dissertation maps the making-up of "lo indigena." Through various moments of intensity--from the 1920s when teacher preparation is more noticeable as a schooling practice, to the present (2012) when the largest teacher education reform is protested and debated in Guatemala--this dissertation traces how what is indigenous has been made up and became an object/subject of scientific inquiry by experts, with expert knowledges, in institutions that contribute to the current foundations of diverse education. With law, linguistics, anthropology, and the educational sciences as fields of inquiry having been crucial in the making-up of lo indigena, this study examines and interrogates their archives on paper and in the classrooms to critically unpack indigeneity and diversity, pointing to their curricular limits. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01