Indigenous Women's Perceptions of the Mexican Bilingual and Intercultural Education Model

Autor/in	Hanemann, Ulrike
Titel	Indigenous Women's Perceptions of the Mexican Bilingual and Intercultural Education Model
Quelle	In: Studies in the Education of Adults, 51 (2019) 2, S.232-249 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanemann, Ulrike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1604305
Schlagwörter	Bilingual Education; Foreign Countries; Multicultural Education; Females; American Indian Education; Program Descriptions; Equal Education; Access to Education; Educational Quality; Gender Differences; Illiteracy; Womens Education; Adult Literacy; American Indian Languages; Culturally Relevant Education; Second Language Learning; Literacy Education; Cultural Maintenance; Language Maintenance; Adult Education; Mexico + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Multikulturelle Erziehung; Weibliches Geschlecht; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Geschlechterkonflikt; Analphabetismus; 'Women''s education'; Frauenbildung; Zweitsprachenerwerb; Sprachpflege; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Mexiko
Abstract	This article examines perceptions of indigenous women of the "Bilingual Indigenous Education Model for Life and Work" (MIB) programme which the Mexican Government initiated a decade ago as an alternative route for indigenous youth and adults into basic education. Programme objectives include the promotion of equal access to quality basic education by reducing gender and ethnic disparities and the empowerment of indigenous peoples. A particular focus on the gender dimension of the MIB programme is not only mandatory because of the existing gender disparities in education -- two-thirds of indigenous adults without literacy skills are women, -- but also because the vast majority of its participants are women (92%). Therefore, this article intends to explore the empowering potential of the programme. The analysis is drawing from a diagnostic study conducted in 2012 considering enabling and constraining factors of the MIB programme by using four analytical dimensions -- acceptance, appropriation, relevance and usefulness. The analysis of the findings, resulting from discussions with indigenous women, which includes an additional gender dimension, reveal a range of issues that need to be addressed in order to better exploit the empowering potential of the MIB programme for indigenous women. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01