Keys to indigenous youth and adult education in Latin America. Lessons learned in the pursuit of social literacy.

Autor/in	López, Luis Enrique
Titel	Keys to indigenous youth and adult education in Latin America. Lessons learned in the pursuit of social literacy.
Quelle	In: Tertium comparationis, 19 (2013) 2, S. 109-146Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
DOI	10.25656/01:24507
URN	urn:nbn:de:0111-pedocs-245077
Schlagwörter	Bildung; Bildungssoziologie; Bildungssystem; Bildungspolitik; Bildungsreform; Kind; Interkulturelle Bildung; Bildungsprogramm; Bilinguale Erziehung; Alphabetisierung; Erwachsener; Indigenes Volk; Jugendlicher; Bolivien; Brasilien; Ecuador; Guatemala; Lateinamerika; Mexiko; Nicaragua; Peru
Abstract	In seinem Beitrag analysiert der Autor die Ursprünge der zweisprachigen interkulturellen Bildung für indigene Kinder, Jugendliche und Erwachsene im lateinamerikanischen Kontext vor dem Hintergrund der verschiedenen nationalstaatlichen Versuche, assimilierende bzw. kompensatorische Ansätze in der Grundschul- und Erwachsenenbildung durch genuin zweisprachige und interkulturelle Ansätze zu ersetzen, was er spezifisch am Beispiel von Literacy-Programmen verdeutlicht. (DIPF/Orig.). The article summarises a study on the situation of the education of indigenous youths and adults in Latin America. Although its scope pretends to be regional and comprehensive seven case studies are taken as points of departure for the analysis; those of Bolivia, Peru, Ecuador, Guatemala and Mexico, traditionally regarded as the 'most indigenous' countries of the region, in contrast with other two - Brazil and Nicaragua -, where the presence of indigenous populations is less influential in everyday social life. The lessons learned through the implementation of youth and adult literacy programmes in these countries open up possibilities for an analytical display of relevant issues and conditions that ought to be taken into account in youth and adult educational programmes and by extension in the education of Indigenous populations in general, at a point in time where, as a result of their struggle towards social emancipation, Indigenous individuals and collectivities are gradually becoming subjects of law, and the times when they were merely considered as objects of Latin American public policy are being overcome. It is argued that in such a context a further step needs to be taken where the education of indigenous populations becomes a national issue and thus implies the concern of everybody. This move would imply the interculturalisation of all Latin American nation-states and consequently of their educational systems. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/3