Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador
Overview & Synopsis
This article examines intercultural bilingual education (IBE) as a reterritorialization of a globalized Western model of formal education into the Ecuadorian indigenous context. This reterritorialization is explored through an IBE teacher education institute. First, the article discusses the instructional practices that attempt to break with Western ways of thinking and understanding knowledge. Secondly, the article examines the "Monday morning assembly," a key event that exemplifies the negotiations between adopting and customizing Western ways in everyday practices. The study shows that the effects of coloniality remain strong despite the efforts towards social and cognitive justice.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Coloniality and Cognitive Justice: Reinterpreting Formal Education for the Indigenous Peoples in Ecuador |
|---|---|
| Author / Organization | Veintie, Truija |
| Subject & Discipline | Foreign Countries, Multicultural Education, Bilingual Education |
| Categories | Education & Pedagogy |
| Publication Year | 2013 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-256594 |
| Original Source Link | Visit Source Page on eric.ed.gov » |