Validating minority cultures in public education

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The autonomy of endogenous education is either non-market based, or only marketised in a restricted, community-defined sense.

This ‘deglobalised’ notion of autonomy from below is framed within horizontal, resistant, and alternative regional and global fields and imaginings.

Between the autonomous and heteronomous subfields lies a range of intermediate institutions ‘that combine the opposing principles of legitimacy in varying degrees and states of ambiguity’ (Marginson 2008: 305).

This article draws attention to the possibility of counter-hegemony, through the existence of an alternative, resistant mode of autonomy which relies on alternative legitimacy claims.

Introduction: Educational inclusion, Zapatista resistance, and alternatives to neoliberalism Educational inclusion through the expansion of formal education has been the key strategy promoted by the World Bank and governments to foster development, reduce poverty, and achieve equity.

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We discuss two examples of alternative tertiary educational spaces in Mexico’s poorest states, Unitierra in Oaxaca and CIDECI in Chiapas.

Their alternative paradigm of endogenous education regenerates education from below, re-routing development according to local objectives of economic viability, dignity, and sustainability.

The coverage of an approved journal source is determined by an examination of three to five current issues during the source review process, but may be updated at any time.

Source coverage is defined as follows: The journals currently approved for indexing in ERIC are listed below.

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