Abstract
This text initiates a reflection on the development of an intercultural, critical, and collaborative curriculum, drawn from the insights gleaned in a doctoral research thesis. We believe that this curriculum could serve to enhance the educational landscape for indigenous communities in Chiapas through the framework of standard education. The research method employed was biographical-narrative, engaging 8 co-researchers who shared their academic journeys in indigenous education from preschool through their higher education at the normal school. Among them were 4 teachers and 4 trainee teachers pursuing bachelor’s degree in Intercultural Bilingual Preschool or Primary Education (K-6) at the only Intercultural Bilingual Indigenous Normal School in Chiapas named “Jacinto Canek”. Key findings revealed that intercultural education curricula in higher education has failed to incorporate the perspectives of the students themselves and lack content for them to effectively address diversity in practice. Specific gaps were identified in addressing the needs of multigrade groups and providing adequate preparation for indigenous children to receive truly bilingual education. Likewise, teachers who are sent to these communities must deal with the diversity they encounter in the classroom, and their preparation does not provide them with the foundations to address issues of children with special needs, gender issues, among other challenges for inclusive education.
Presenters
Perla SuazoProfessor, Escuela Normal Indígen Intercultural Bilingüe Jacinto Canek, Chiapas, Mexico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
INTERCULTURAL EDUCATION, BILINGUAL EDUCATION, INTERCULTURAL CURRICULUM, CRITICAL PEDAGOGY
