Higher Education, Science and Engineering in Late 20th Century Latin America: Needs and Opportunities for Co-operation

1993 ◽  
Vol 28 (1) ◽  
pp. 49 ◽  
Author(s):  
Hebe Vessuri
Keyword(s):  
Higher Education ◽  
Latin America ◽  
20Th Century ◽  
Science And Engineering ◽  
Late 20Th Century ◽  
Education Science

Queer Pedagogy

2018 ◽  
Author(s):  
Matthew Thomas-Reid
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Lived Experience ◽  
Queer Theory ◽  
20Th Century ◽  
Judith Butler ◽  
Late 20Th Century ◽  
Educational Spaces ◽  
K 12 ◽  
Queer Pedagogy

Queer pedagogy is an approach to educational praxis and curricula emerging in the late 20th century, drawing from the theoretical traditions of poststructuralism, queer theory, and critical pedagogy. The ideas put forth by key figures in queer theory, including principally Michel Foucault and Judith Butler, were adopted in the early 1990s by to posit an approach to education that seeks to challenge heteronormative structures and assumptions in K–12 and higher education curricula, pedagogy, and policy. Queer pedagogy, much like the queer theory that informs it, draws on the lived experience of the queer, wonky, or non-normative as a lens through which to consider educational phenomena. Queer pedagogy seeks to both uncover and disrupt hidden curricula of heteronormativity as well as to develop classroom landscapes and experiences that create safety for queer participants. In unpacking queer pedagogy, three forms of the word “queer” emerge: queer-as-a-noun, queer-as-an-adjective, and queer-as-a-verb. Queer pedagogy involves exploring the noun form, or “being” queer, and how queer identities intersect and impact educational spaces. The word “queer” can also become an adjective that describes moments when heteronormative perceptions become blurred by the presence of these queer identities. In praxis, queer pedagogy embraces a proactive use of queer as a verb; a teacher might use queer pedagogy to trouble traditional heteronormative notions about curricula and pedagogy. This queer praxis, or queer as a verb, involves three primary foci: safety for queer students and teachers; engagement by queer students; and finally, understanding of queer issues, culture, and history.

Latin American Jewish Literature

2012 ◽  
Author(s):  
Ilan Stavans
Keyword(s):  
Latin America ◽  
20Th Century ◽  
19Th Century ◽  
Latin American ◽  
Religious Identity ◽  
Jewish History ◽  
Literary Tradition ◽  
Late 20Th Century ◽  
American Jewish ◽  
The 19Th Century

Jewish writing in Latin America is a centuries-old tradition dating back to the arrival of Christopher Columbus in the Americas. During the colonial period, it manifested itself among crypto-Jews who hid their religious identity for fear of being persecuted by the Holy Office of the Inquisition. Assimilation mostly decimated this chapter, which is often seen as connected with Sephardic literature after the expulsion of Jews from Spain in 1492. New waves of Jews arrived in the last third of the 19th century from two geographic locations: the Ottoman Empire (this wave is described as Levantine and its languages as Ladino, French, Spanish, and Arabic) and eastern Europe (or Ashkenazi with Yiddish, German, and central European tongues). Jewish life thrived in Latin America throughout the 20th century. The largest, most artistically productive communities were in Argentina, Brazil, Cuba, and Mexico, and smaller ones existed in Venezuela, Colombia, Peru, Guatemala, Panama, and Uruguay. Identity as a theme permeates everything written by Latin American Jewish writers. Central issues defining this literary tradition are immigration, anti-Semitism, World War II, Zionism, and the Middle Eastern conflict. The Jewish literary tradition in Latin America has undergone crossovers as a result of translations, global marketing, and the polyglot nature of several of its practitioners. This field of study is still in its infancy. Some important studies on Latin American Jewish history, either continental in scope or by country, appeared in the late 20th century and serve as context for the analysis. The literature has received less attention (some periods, such as the 19th century, are entirely forgotten), although, as this article attests, things are changing. The foundation for daring, in-depth literary explorations as well as interdisciplinary analysis is already in place. When possible this article showcases available monographs, although important research material remains scattered in periodicals and edited volumes.

American Exceptionalism or Exceptionalism of the Americas? The Politics of Lethal Violence, Punishment, and Inequality

2021 ◽  
pp. 133-162
Author(s):  
Lisa L. Miller
Keyword(s):  
United States ◽  
Latin America ◽  
20Th Century ◽  
Violent Crime ◽  
American Exceptionalism ◽  
The United States ◽  
State Building ◽  
Power Sharing ◽  
Late 20Th Century ◽  
Lethal Violence

‘American exceptionalism in imprisonment’ has become a useful heuristic for analyzing the extremely high rates of imprisonment in the United States that emerged in the late 20th century. This perspective, however, has largely marginalized violent crime as an important and distinguishing feature of the United States in contrast to most of the (largely western) countries to which it is usually compared. But violent crime in the United States – particularly murder – is extraordinarily high, making violence almost as exceptional as imprisonment. In fact, American exceptionalism may be better understood as exceptionalism of the Americas. By linking crime, punishment, and inequality, the relevant comparisons for the United States look less like Europe and more like Latin America. This chapter develops a conceptual framework for understanding state-building in the Americas, which the author refers to as racialized state-building. This framework proposes that the roots of high violence in the Americas (from both fellow citizens and from the state) lie in the fragmented state capacity and accountability that characterize the vast majority of countries in the Americas, including the United States. These state features are a function of extractive, settler, and slave colonialism which created incentives – to varying degrees – for elites to avoid institutional configurations that would result in power-sharing across populations. The resultant states are institutionally disjointed and excessively complex with high levels of mistrust and inequality, conditions which are ripe for violence in many forms.

scholarly journals Women and science: Reflections on female access to university studies in Chile in the 20th century

2019 ◽  
Vol 8 (1) ◽  
pp. 003
Author(s):  
Romané V. Landaeta Sepúlveda
Keyword(s):  
Higher Education ◽  
Latin America ◽  
20Th Century ◽  
19Th Century ◽  
Scientific Development ◽  
Access To Higher Education ◽  
University Studies ◽  
Women And Science ◽  
The University ◽  
The 19Th Century

This text examines the different stages of women’s access to higher education in Chile throughout the second half of the 19th century and the beginning of the 20th century. It inquires into the reflections that emerged on the need to educate women in Latin America, examines the scientific development of women in Chilean universities and It investigates the debates that emerged in the Chilean society regarding to the entry of women in the University. The paper also makes a reflexion about the problems that women had to face they made the decision to enter in the university.

International Dimensions of Higher Education in Nursing in Canada: Tapping the Wisdom of the 20th Century While Embracing Possibilities for the 21st Century

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Linda D Ogilvie ◽  
Pauline Paul ◽  
Elizabeth Burgess-Pinto
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
21St Century ◽  
Late 20Th Century ◽  
Canadian Universities ◽  
Schools Of Nursing ◽  
International Activities ◽  
Key Dimensions ◽  
Key Questions

New focus on the internationalization of universities occurred in the late 20th century and higher education in nursing has been quick to embrace the opportunities. In this manuscript, writers provide a brief overview of the nursing and more general literature from the late 20th century relating to key dimensions of internationalization, as well as present data from a survey conducted in 1995-96 of the international activities and dimensions at Canadian faculties/schools of nursing. While it is clear that nurses in Canadian universities were engaged in significant international endeavours in the 20th century, the literature and our experience suggest that the extent of such activity has increased substantially in recent years. Discussion centres on examination of how knowledge generated in the 20th century can inform current internationalization initiatives and on identification of key questions that merit consideration as we move forward in the 21st century.

Sign in / Sign up

Export Citation Format

Share Document