Abstract
In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 65-87 |
| Number of pages | 23 |
| Journal | International Journal of Qualitative Studies in Education |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2014 |
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Keywords
- Indigenous community
- Indigenous education
- Quechua
ASJC Scopus subject areas
- Education
Cite this
Indigenous knowledge and education from the Quechua community to school : beyond the formal/non-formal dichotomy. / Sumida Huaman, Elizabeth; Valdiviezo, Laura Alicia.
In: International Journal of Qualitative Studies in Education, Vol. 27, No. 1, 2014, p. 65-87.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Indigenous knowledge and education from the Quechua community to school
T2 - beyond the formal/non-formal dichotomy
AU - Sumida Huaman, Elizabeth
AU - Valdiviezo, Laura Alicia
PY - 2014
Y1 - 2014
N2 - In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.
AB - In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting reveals overall contradictions towards practice, where the inclusion of Indigenous knowledge, language, and community participation remains largely symbolic, despite genuine efforts from those who support Indigenous revitalization. Further, an exploration of Wanka Quechua community educational practices focused on local ecology demonstrates that community education exhibits a structure that is culturally inclusive, intergenerational and values-driven, and rigorous and complex.
KW - Indigenous community
KW - Indigenous education
KW - Quechua
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U2 - 10.1080/09518398.2012.737041
DO - 10.1080/09518398.2012.737041
M3 - Article
AN - SCOPUS:84890440451
VL - 27
SP - 65
EP - 87
JO - International Journal of Qualitative Studies in Education
JF - International Journal of Qualitative Studies in Education
SN - 0951-8398
IS - 1
ER -