Intercultural Education and Literacy
An ethnographic study of indigenous knowledge and learning in the Peruvian Amazon
Author
Indigenous peoples around the world are calling for control over their education in order to reaffirm their identities and defend their rights. In Latin America the indigenous peoples, national governments and international organisations have identified intercultural education as a means of contributing to this process. The book investigates education for and by indigenous peoples and examines the relationship between theoretical and methodological developments and formal practice. An ethnographic study of the Arakmbut people of the Peruvian Amazon, provides a detailed example of the social, cultural and educational change indigenous peoples are experiencing, an insight into Arakmbut oral learning and teaching practices as well as a review of their conceptualisations of knowledge, pedagogy and evaluation. The models of intercultural education being promoted by Latin American governments are, nevertheless, biliterate and school-based. The book analyses indigenous and non-indigenous models based on different conceptualisations of culture and curriculum in the context of the Arakmbut search for an education which respects their dynamic oral cultural traditions and identity, provides them with a qualitatively relevant education about the wider society and addresses the intercultural lives they lead.
[Studies in Written Language and Literacy, 7] 1999. xx, 232 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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List of Maps | p. ix
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List of Drawings by Thomas Arique | p. xi
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Chapter 1: Introduction | p. 1
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Chapter 2: Education for and by indigenous peoples | p. 13
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Chapter 3: The emergence of intercultural education in Peru | p. 31
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Chapter 4: The primary school in san José | p. 51
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Chapter 5: An Arakmbut perspective on schooling | p. 71
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Chapter 6: Arakmbut knowledge | p. 91
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Chapter 7: Arakmbut informal learning | p. 111
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Chapter 8: Bilingual education for language-maintenance | p. 131
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Chapter 9: Interculrural schooling | p. 157
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Chapter 10: Indigenous peoples’ intercultural education | p. 181
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Glossary | p. 197
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List of Acronyms | p. 201
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Index | p. 223
“While certainly required reading for scholars and practitioners of indigenous education, this book will be useful for other educators as well, in that it questions much of the common wisdom on biliteracy and minority schooling.”
Aurolyn Luykx in Journal of Multilingual and Multicultural Development Vol. 21:4
“Sheila Aikman of the University of London has written an informative and timely ethnography in the tradition of British Social Anthropology, which describes the past, present, and possible future of schooling for the Arakmbut. This book will be of value to al those involved with educational reform in Latin America and indigenous education more generally.”
Anthony Berkely, University of Michigan, Ann Arbor in Linguistics and Education 11:2, 2000.
Cited by
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2023. The power of stories: oral storytelling, schooling and onto-epistemologies in rural Malawi. Oxford Review of Education 49:4 ► pp. 478 ff.
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2005. Hybridization of literacy practices: A review of What They Don't Learn in School: Literacy in the Lives of Urban Youth. Reading Research Quarterly 40:3 ► pp. 388 ff.
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2017. Language Education Planning and Policy by and for Indigenous Peoples. In Language Policy and Political Issues in Education, ► pp. 155 ff.
McCarty, Teresa L. & Lu Liu
2016. Ethnography of Language Policy. In Research Methods in Language and Education, ► pp. 1 ff.
McCarty, Teresa L. & Lu Liu
2017. Ethnography of Language Policy. In Research Methods in Language and Education, ► pp. 53 ff.
McCarty, Teresa L. & Larisa Warhol
2011. The Anthropology of Language Planning and Policy. In A Companion to the Anthropology of Education, ► pp. 177 ff.
North, Amy
2017. What Kind of Literacy? Reflections on the Experiences of Migrant Domestic Workers Negotiating Learning in London. European Education 49:2-3 ► pp. 184 ff.
North, Amy
2018. Domestic work, learning and literacy practices across transnational space. International Studies in Sociology of Education 27:2-3 ► pp. 217 ff.
North, Amy
2020. Domestic work, learning and literacy practices across transnational space. In Migration, Borders and Education, ► pp. 111 ff.
Postill, John
2007. Knowledge, literacy and media among the Iban of Sarawak. A reply to Maurice Bloch. Social Anthropology 11:1 ► pp. 79 ff.
Pradhan, Uma
2019. Simultaneous identities: ethnicity and nationalism in mother tongue education in Nepal*. Nations and Nationalism 25:2 ► pp. 718 ff.
Regalsky, Pablo & Nina Laurie
2007. ‘The school, whose place is this’? The deep structures of the hidden curriculum in indigenous education in Bolivia. Comparative Education 43:2 ► pp. 231 ff.
Rogers, Alan
2001. Review of Barton, Hamilton & Ivanič (2000): Situated literacies: Reading and writing in context. Written Language & Literacy 4:1 ► pp. 122 ff.
Rogers, Alan
2006. Escaping the slums or changing the slums? Lifelong learning and social transformation1. International Journal of Lifelong Education 25:2 ► pp. 125 ff.
Rogers, Alan
2008. Informal Learning and Literacy. In Encyclopedia of Language and Education, ► pp. 544 ff.
SARANGAPANI, PADMA M.
2003. Indigenising Curriculum: Questions posed by Baiga vidya. Comparative Education 39:2 ► pp. 199 ff.
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Schneider, Cynthia
2011. Why Field Linguists Should Pay More Attention to Research in Applied Linguistics. Australian Journal of Linguistics 31:2 ► pp. 187 ff.
Seeberg, Vilma
2014. Girls’ Schooling Empowerment in Rural China: Identifying Capabilities and Social Change in the Village. Comparative Education Review 58:4 ► pp. 678 ff.
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2014. Creating intentional spaces for sustainable development in the Indian trans-Himalaya: reconceptualizing globalization from below. Intercultural Education 25:5 ► pp. 362 ff.
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2014. New Literacies, New Times: Developments in Literacy Studies. In Literacies and Language Education, ► pp. 1 ff.
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2003. Some Key Issues in Intercultural Bilingual Education Teacher Training Programmes--as seen from a teacher training programme in the Peruvian Amazon Basin. Comparative Education 39:2 ► pp. 165 ff.
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This list is based on CrossRef data as of 11 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General