scholarly journals De población indígena a pueblos originarios. Discursos políticos, cambios y persistencias en la educación mexicana durante el siglo veinte: una mirada desde Oaxaca (1920-2000)

2015 ◽  
Vol 4 (3) ◽  
pp. 217
Author(s):  
Salvador Siguenza Orozco
Keyword(s):  
Cultural Diversity ◽  
Education System ◽  
Indigenous Population ◽  
Linguistic Diversity ◽  
Indigenous Communities ◽  
Educational Process ◽  
Southern Mexico ◽  
Cultural And Linguistic Diversity ◽  
The Government ◽  
Local Results

This paper examines eight decades of education policy in the light of cultural diversity in southern Mexico, taking into account some criteria and mechanisms that influenced some aspects such as institutional action, the government vision of indigenous population, the efforts to understand cultural and linguistic diversity in Oaxaca, and some local experiences within the educational process. This work involved the analysis of official documents (archives, reports, censuses), personal interviews and the conception of an education system as a nation-wide unifying project from the government. Both a reconstruction of the institutional sides of Mexican education as well as an evaluation of some local results in indigenous communities were needed. The paper highlights a transition from a homogenizing (exclusive) discourse to a plural (inclusive) one, which cannot be fully applied in reality.

Multilingualism and the Ideal of Unity in Diversity in the European Union. Key Concepts and Context

2020 ◽  
Vol 65 (2) ◽  
pp. 265-282
Author(s):  
Roxana-Maria Nistor-Gâz ◽  
Delia Pop-Flanja
Keyword(s):  
European Union ◽  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Point Of View ◽  
The European Union ◽  
Cultural And Linguistic Diversity ◽  
Tower Of Babel ◽  
Key Concepts ◽  
Unity In Diversity ◽  
The Ideal

"In a world challenged by cultural diversity, this article aims to look at the great diversity of languages and cultures that coexist within the European Union. Building on the story of the Tower of Babel that explains, from a religious point of view, the cultural and linguistic diversity existing in the European Union, the authors tried to contextualize EU’s motto of “unity in diversity”, interpreted as an ideal involving a lot of effort and sometimes even many conflicts, but one that we should all fight for and strive to maintain. Keywords: linguistic diversity, ethnicity, nation, minority, majority, communication, unity in diversity"

Mexico City. The marginal communities: social and ethnic segregation of the native population

TERRITORIO ◽  
2011 ◽  
pp. 31-44
Author(s):  
Emanuela Saporito
Keyword(s):  
Rural Areas ◽  
Indigenous Population ◽  
Exclusion Process ◽  
Indigenous Communities ◽  
Colonial Period ◽  
Cultural Bias ◽  
Ethnic Segregation ◽  
The Government ◽  
Urban Marginality ◽  
The City

The article focuses on persistent ethnic and social problems in Mexico City's indigenous communities. While the city is considered one of the most ethnically mixed and cosmopolitan in the world, its indigenous communities are marginalised and suffer the consequences of a discrimination and exclusion process that began during the colonial period. It can actually be said that because of ingrained cultural bias and conditions of extreme poverty, Mexico City's indigenous population lives in a situation of ‘urban marginality' (Wacquant, 2008). The first part describes the historical roots of these ethnic minorities and describes the migration from rural areas to the metropolis. The second part explores the question of marginality, analysing data for the labour market, education and accessibility to services urban indigenous communities, with the aim of understanding whether an integration process has been triggered in recent decades. The third part examines how the government and other institutions are dealing with this problem and proposals for integration policies.

Article 22 CFR

2019 ◽  
Author(s):  
Tobias Lock
Keyword(s):  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Religious Diversity ◽  
Core Values ◽  
Cultural And Linguistic Diversity ◽  
The Core ◽  
The Status ◽  
Official Languages ◽  
The Right ◽  
The Eu

Article 22 CFR aims to ensure the diversity of the Union and complements other provisions of the Charter and the Treaties pursuing similar objectives. Cultural and linguistic diversity are among the core values of the EU mentioned in Article 3(3) TEU. Cultural diversity finds further expression in primary law in Article 167(1) and (4) TFEU; and linguistic diversity in the right to address the EU institutions in any one of the EU’s official languages in Article 41(4) CFR as well as in Article 21 CFR, which prohibits discrimination on the basis of language. Moreover, the Union’s commitment to religious diversity is reflected in Article 17 TFEU protecting the status of churches, religious, philosophical, and non-confessional organizations and communities as well as in Article 10 CFR protecting freedom of religion and belief.

scholarly journals Languages in Danger: How Can Linguistic Diversity Be Preserved and Promoted in Nepal?

2020 ◽  
pp. 503-511
Author(s):  
Min Pun ◽  
Kamal Gurung
Keyword(s):  
Policy Development ◽  
Linguistic Diversity ◽  
Indigenous Communities ◽  
Language Teachers ◽  
Indigenous Languages ◽  
Indigenous Language ◽  
Education Policies ◽  
Native Languages ◽  
Language Groups ◽  
The Government

This paper focuses on the decline and death of indigenous languages with special reference to sampled languages used by indigenous communities in Kaski district, arguing that the indigenous language communities should be supported by the government for giving official status to their native languages, focused on formulation and implementation of education policies, and encouraged to insist on speaking their native languages. Together, the indigenous language communities need to collaborate with the government to curb all the issues related to preserving and promoting linguistic diversity in Nepal. Based on the findings and discussion of the study, the following recommendations have been made to preserve and promote linguistic diversity in Nepal: 1) The findings of the study concluded that documentation is one of the most important ways to preserve and promote indigenous languages; 2) The findings of this study concluded that both formal and informal languages classes can be effective to cover all types of age group indigenous language speakers; 3) It is recommended that language teachers should be provided with appropriate trainings to be good indigenous language teachers; 4) It is recommended that indigenous language groups should put pressure on the government for policy development and political advocacy for the preservation of indigenous languages; 5) The study suggested that indigenous language groups should be given language awareness programs occasionally in order to motivate them to use their native languages and then to preserve the linguistic diversity in Nepal; and 6) The study suggested that indigenous language communities need to get help of language researchers to address the issues related to indigenous language revitalization strategies.

scholarly journals ORGANIZATION OF PRIMARY EDUCATION IN THE REPUBLIC OF INDONESIA

2020 ◽  
pp. 183-189
Author(s):  
Маргарита Викторовна Курышева ◽  
Мерри Йовита Тариган
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education System ◽  
Primary Schools ◽  
Educational Process ◽  
Primary School Children ◽  
Educational Content ◽  
Educational Models ◽  
The Republic ◽  
The Government

Описана организация системы образования в Республике Индонезия. Особое внимание обращается на учебный процесс в индонезийской начальной школе. Актуальность темы обусловлена неоднозначным отношением общества к реформам российской системы образования, к роли учителя, предметному содержанию учебного процесса, в том числе в начальной школе. В соответствии со стандартами компетенции выпускников и стандартами содержания обучения Республики Индонезия, рассмотрены основные принципы обучения, на основе которых происходит развитие трех областей компетенций: отношения, знания и навыки. Проанализировано влияние базовых возрастных характеристик детей начальной школы на образовательные модели, разрабатываемые и используемые в практической деятельности учителями в Индонезии. Описаны задачи развития детей младшего школьного возраста согласно Дж. Хейвигхерсту и основанные на этих задачах направления деятельности учителей начальной школы в Республике Индонезия. The article is devoted to the description of the organization of the education system in the Republic of Indonesia. The authors pay special attention to the educational process in the Indonesian primary school. The relevance of this topic is due to the ambiguous attitude of society to the reforms of the Russian education system, to the role of teachers, to the subject content of the educational process, including in primary schools. We believe that the experience of foreign teachers will be useful in developing primary education programs. The law on education and the decree of the government of the Republic of Indonesia introduce standards of competence of graduates and standards of educational content for primary, secondary and senior secondary schools. In accordance with the standards of competence of graduates and the standards of educational content of the Republic of Indonesia, the article describes the basic principles of training, on the basis of which the development of three areas of competence takes place: relationships, knowledge and skills. Relevant competencies are formed through various activities related to the psychological, moral and social spheres of a child’s life. The authors consider the influence of basic age characteristics of primary school children on educational models developed and used in practice by teachers in Indonesia. The article describes the development tasks of children of primary school age in accordance with the concept of J. Haywighurst and the directions of activities of primary school teachers in the Republic of Indonesia, based on these tasks.

scholarly journals Where is Technology in their Education? Impact of Coronavirus Pandemic on the Education System of Children from Indigenous Communities

2020 ◽  
Author(s):  
Pallavi Kanungo
Keyword(s):  
Education System ◽  
Indigenous Communities ◽  
School Closure ◽  
Government Schools ◽  
Computer Laboratory ◽  
Online Newspapers ◽  
Learning Platforms ◽  
The Government ◽  
Tribal Areas ◽  
The Impact

This paper presents the impact of COVID-19 on the education system of children from indigenous communities in the state of Odisha, India. Given the context, children from tribal communities or tribal areas are educationally backward, not necessarily by ability but by lack of resources. Overtime research points out the lack of technological resources and its low usage among the stakeholders (i.e., children, parents, and teachers) in tribal areas, but to what extent it could have been an aid during this pandemic will remain unknown unless we find out the problem areas. This study emphasizes one indicator i.e., the technology, and reflects its existence in the lives of children from indigenous communities. Drawing the base from reputed online newspapers and global reports, the author first collected the headlines on education, school closure and coronavirus pandemic. In the next step, the newspaper information along with the Government datasets and reports on technology usage assisted in charting three problem areas: electricity in schools, computer laboratory in schools, and space for technological resources. This paper links both the data and presents the results in an explanatory process. The paper concludes that when parents from well-off families struggle to control the overuse of technology among their wards, there on the other, how online learning platforms can be expected as a one-stop solution for the poor tribal, who are by force made to fit in the urban-centric education system. Similarly, urban counterparts having the advantage of electricity and computer facilities in schools cannot be equated with the facilities that are not available for the tribal children studying in Government schools without electricity.<br><br>

scholarly journals The Diversity Issue Revisited: International Students in Clinical Environment

ISRN Nursing ◽  
2012 ◽  
Vol 2012 ◽  
pp. 1-6 ◽  
Author(s):  
Marianne Pitkäjärvi ◽  
Elina Eriksson ◽  
Kaisu Pitkälä
Keyword(s):  
Health Care ◽  
International Students ◽  
Learning Environment ◽  
Cultural Diversity ◽  
Linguistic Diversity ◽  
Clinical Environment ◽  
Clinical Learning Environment ◽  
Cross Sectional Survey ◽  
Cultural And Linguistic Diversity ◽  
Structural Arrangements

Background. Globalization within higher education leads to an increase in cultural and linguistic diversity in student populations. The purpose of this study was to explore culturally diverse health care students’ experiences in clinical environment in Finland, and to compare them with those of native Finnish students’ participating in the same program. Method. A cross-sectional survey was performed at 10 polytechnic faculties of health care in Finland. 283 respondents (148 international and 95 Finnish students) responded to items concerning clinical rotation. The survey included items grouped as dimensions: (1) welcoming clinical environment, (2) unsupportive clinical environment, (3) approach to cultural diversity, (4) communication, and (5) structural arrangements. Results. International students felt as welcome on their placements as Finnish students. Concerning structural arrangements set up to facilitate preceptorship and approach to cultural diversity in the learning environment, the two groups’ opinions were similar. However, international students were more likely than Finnish students to experience their clinical learning environment as unsupportive (). In addition, their experiences of communication with the staff was poorer than that of their Finnish peers’ (). Conclusions. Awareness of strategies that enhance understanding, acceptance, and appreciation of cultural and linguistic diversity in any health care setting are needed.

scholarly journals Where is Technology in their Education? Impact of Coronavirus Pandemic on the Education System of Children from Indigenous Communities

2020 ◽  
Author(s):  
Pallavi Kanungo
Keyword(s):  
Education System ◽  
Indigenous Communities ◽  
School Closure ◽  
Government Schools ◽  
Computer Laboratory ◽  
Online Newspapers ◽  
Learning Platforms ◽  
The Government ◽  
Tribal Areas ◽  
The Impact

This paper presents the impact of COVID-19 on the education system of children from indigenous communities in the state of Odisha, India. Given the context, children from tribal communities or tribal areas are educationally backward, not necessarily by ability but by lack of resources. Overtime research points out the lack of technological resources and its low usage among the stakeholders (i.e., children, parents, and teachers) in tribal areas, but to what extent it could have been an aid during this pandemic will remain unknown unless we find out the problem areas. This study emphasizes one indicator i.e., the technology, and reflects its existence in the lives of children from indigenous communities. Drawing the base from reputed online newspapers and global reports, the author first collected the headlines on education, school closure and coronavirus pandemic. In the next step, the newspaper information along with the Government datasets and reports on technology usage assisted in charting three problem areas: electricity in schools, computer laboratory in schools, and space for technological resources. This paper links both the data and presents the results in an explanatory process. The paper concludes that when parents from well-off families struggle to control the overuse of technology among their wards, there on the other, how online learning platforms can be expected as a one-stop solution for the poor tribal, who are by force made to fit in the urban-centric education system. Similarly, urban counterparts having the advantage of electricity and computer facilities in schools cannot be equated with the facilities that are not available for the tribal children studying in Government schools without electricity.<br><br>

scholarly journals Reforming the Departmental Higher Education Institutions: A Critical Analysis

2019 ◽  
Vol 28 (8-9) ◽  
pp. 100-109
Author(s):  
V. V. Bulgakov
Keyword(s):  
Higher Education ◽  
Education System ◽  
Critical Analysis ◽  
Global Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Educational Organizations ◽  
Russian Higher Education ◽  
Power Block ◽  
The Government

The results of the reform of Russian higher education widely discussed among the pedagogical and expert community are characterized by the ambiguity and inconsistency of assessments. Special attention should be given to the need and results of the reforming in relation to the departmental universities of the power block which ensure the implementation of the country’s security functions. The features of the organization of the educational process in the departmental higher educational institutions of the power block are presented on the example of educational organizations of the EMERCOM of Russia system, starting from the entrance examinations stage and ending with the employment of graduates. The article considers the main directions of reforming the Russian higher education institutions and presents a critical analysis of their implementation in relation to departmental educational organizations of higher education of the power bloc. The peculiarities of the activities of departmental educational organizations of the power block, the tasks to be solved and the functions performed related to the training of specialists in the field of ensuring the security of a country require a balanced approach from the government education authorities when implementing measures aimed at the maximum integration of the higher education system into the global education system.

Philosophical and Pedagogical Views of Yu. F. Samarin

2019 ◽  
Vol 54 ◽  
pp. 209-218
Author(s):  
Lev E. Shaposhnikov
Keyword(s):  
National Identity ◽  
Social Development ◽  
Educational Policy ◽  
Critical Evaluation ◽  
Educational Process ◽  
Educational Context ◽  
The Government ◽  
Role Of Religion

The paper analyses the evolution of Yu. Samarin’s ideas from rationalism to “holistic knowledge”. Special attention is paid to the philosopher’s conceptualization of the key role of religion for a nation. The author also examines the scholar’s position concerning the promotion of patriotism as an important impetus for social development. Emphasis is made on analyzing the interaction of universal and national aspects in the educational process, as well as on the value of national identity in the field of humanities. The article also presents Yu. Samarin’s critical evaluation of the government educational policy and his suggestions on increasing its effectiveness. The author notes the relevance of Yu. Samarin’s views for the contemporary philosophical and educational context.

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