20 SES 07 B, Indigenous And Minority Groups’ Pathways Into Intercultural Education: International Perspectives On Innovative Learning Environments
This paper explores a shift in the academic identities and expectations in two secondary schools which present numerous Quechua minority students in the rural area of Cusco (Peru). These schools have made relevant efforts to develop an educational curriculum that prioritizes practical knowledge related to the rural world of their students, but they had the pending challenge of developing academic knowledge and experiences that could allow them to access to higher education. Previous studies pointed out the need for improving the school opportunities of indigenous students (Yeung, Craven & Ali, 2013), avoiding stereotypical perspectives. As argued by Ladson-Billings (1995) culturally relevant pedagogy must help for students to maintain their cultural integrity while succeeding academically. In the framework of a process of transformation of the two schools into Learning Communities, teachers, families and students have engaged in critical dialogues about their cultural identity, their future projects and the role of education for overcoming social and educational exclusion. The study was aimed to explore how these dialogues influenced the academic identity of Quechua students, family members and teachers, including issues such as bilingualism, literacy, curriculum content or ICT use. The study was based on the communicative methodological approach, involving communicative observations and interviews with participants. Results suggest that students and families belonging to the Quechua minority group find a strong motivation in the possibility of matching their community’s cosmovision with the need for improving their expectations regarding instrumental learning.
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 31(3), 465–491. Yeung, A. S., Craven, R. G., Ali, J. (2013). Self-concepts and educational outcomes of Indigenous Australian students in urban and rural school settings. School Psychology International, 34(4), 405-427. doi:10.1177/0143034312446890
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