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Title Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy
URL
Publication Date
Degree PhD
Discipline/Department Education (also CAGS)
Degree Level doctoral
University/Publisher U of Massachusetts : PhD
Abstract Based on intercultural education, socio-cultural analysis, and decolonization and critical pedagogy perspectives, this dissertation explores contradictions in Peruvian intercultural education policy and examines the potential role that African and Afro-Peruvian thought may have in the reform of this policy. Despite redefinitions of the Peruvian state as multicultural/multilingual and the adoption of intercultural concepts in Peruvian education law, the official interpretation of intercultural principles has tended to undermine the social transforming potential implicit in intercultural education. First, official Peruvian education policy overlooks the historical and cultural contributions of non-European and non-Incan social groups. Second, it fails to address inequality and inequity between socio-cultural groups in the access to economic-political resources. Third, it restricts intercultural education programs to Indigenous speaking communities. Despite redefinitions of the Peruvian state as multicultural/multilingual and the adoption of intercultural concepts in Peruvian education law, the official interpretation of intercultural principles has tended to undermine the social transforming potential implicit in intercultural education. First, official Peruvian education policy overlooks the historical and cultural contributions of non-European and non-Incan social groups. Second, it fails to address inequality and inequity between socio-cultural groups in the access to economic-political resources. Third, it restricts intercultural education programs to Indigenous speaking communities. Archival and contemporary evidence is used to show how the substantial African presence in Peru has been erased from official history, with negative socio-political consequences for Afro-Peruvians. It presents the philosophical, political, pedagogical, and sociological contributions of the Senegalese Leopold Sedar Senghor (1906-2001), and the Afro-Peruvians Nicomedes Santa Cruz Gamarra (1925-1992) and Jose Carlos Luciano Huapaya (1956-2002) as bases for rethinking Peruvian cultural diversity and intercultural policies from decolonized, democratic, and global perspectives. Further, it presents objections and counter-proposals to intercultural education policies of the Peruvian state that were gathered in a small pilot study of the personnel of the Afro-PeruvianYapatera High School and the nonprofit organizations CEDET and Lundu. Finally, it articulates these counter-proposals with Senghor, Santa Cruz, and Luciano's theoretical inputs for decolonizing and democratizing Peruvian intercultural education policy.
Subjects/Keywords Curriculum and Social Inquiry; Education
Contributors Maurianne Adams; María José Botelho; Henry Geddes
Rights Open Access Dissertation
Country of Publication us
Record ID oai:scholarworks.umass.edu:open_access_dissertations-1601
Repository umass-phd
Date Retrieved
Date Indexed 2018-03-12
Created Date 2012-05-01 07:00:00

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…time. 1 My knowledge of Afro-Peruvian history did not improve when I attended college. In general, all my years of formal education portrayed a country with a social reality that was much less diverse than what I saw at home and on the streets of…

…and Middle Eastern roots. The invisibility and marginalization of these different cultural groups still diminish the personal and institutional respect for their individual and collective rights. I am also familiar with how this lack of social and…

…a doctoral student at the University of Massachusetts, Amherst, in Social Justice Education program has increased my awareness about the seriousness of the Peruvian cultural and ethnic conflicts. They are one of the biggest threats facing democracy…

…unions, social movements and political parties. In Chapter 4, I discuss African and Afro-Peruvian philosophical, political, pedagogical, and sociological concepts that can enrich Peruvian interculturality and education based on an exploration of essays of…

…issues such as cultural colonialism, social identity, ethnocentrism, and racism. Also, my review examines their political and ethical proposals to overcome these social problems. Senghor’s principle of complementary equality among cultures, Santa Cruz’s…

…proposal for the democratization of mestizaje, and Luciano’s demand for a decolonized language to construct democratic social identities are some of the most important concepts that I explore in this chapter. Then, I suggest ways for these concepts to…

…dissertation is aimed at the inclusion of all socio-cultural groups. My dream is to contribute to the construction of an educational system that encourages understanding and respect for social diversity in Peru. With adequate information regarding the full…

social justice among socio-cultural groups, the official interpretation of these principles has tended to undermine the critical and transformative effects of interculturality. First, the state’s intercultural policy fails to recognize other non-European…

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