The Rhetoric and Realities of The Rhetoric and Realities of Intercultural Bilingual Education Intercultural Bilingual Education

in the Peruvian Amazonin the Peruvian Amazon

Sheila Aikman DEVSheila Aikman DEV

3.12.093.12.09

Presentation outlinePresentation outline

Educational QualityEducational Quality

Growth of Intercultural Bilingual Education (IBE) Growth of Intercultural Bilingual Education (IBE) in Latin American and Peru. in Latin American and Peru.

Case study of education and the Harakmbut of Case study of education and the Harakmbut of SE Peruvian Amazon.SE Peruvian Amazon.

Rethinking quality intercultural educationRethinking quality intercultural education

Aspects of a theoretical frameworkAspects of a theoretical framework

Quality education as a social justice issueQuality education as a social justice issue EdQual DFID ConsortiumEdQual DFID Consortium N.Fraser (2008) social justice as distribution, N.Fraser (2008) social justice as distribution,

recognition and participation. Questions of ‘reframing’. recognition and participation. Questions of ‘reframing’. Capabilities approach (Sen, Unterhalter)Capabilities approach (Sen, Unterhalter)

Intersecting developments/ multiple modernities/ life Intersecting developments/ multiple modernities/ life projects (N. Long, Blaser, De Souza), self-development projects (N. Long, Blaser, De Souza), self-development and life projects (Gray, Villegas et al).and life projects (Gray, Villegas et al).

Social movements: indigenous rights and self-Social movements: indigenous rights and self-

determination (Bebbington, Hvalkof, Hierro Garcia)determination (Bebbington, Hvalkof, Hierro Garcia)

Latin American regional initiativesLatin American regional initiatives

Education for decolonisationEducation for decolonisation

Education for indigenous peoples needs Education for indigenous peoples needs

to escape from its ‘straightjacket of to escape from its ‘straightjacket of integration and adopt a linguistically, integration and adopt a linguistically, culturally and ethnically plural character’.culturally and ethnically plural character’.

1982 Proyecto Mayor, UNESCO-Orealc1982 Proyecto Mayor, UNESCO-Orealc

Peruvian National Policy 2000s Peruvian National Policy 2000s An education which takes into An education which takes into

account the cultural and account the cultural and linguistic particularities of linguistic particularities of indigenous peoples and indigenous peoples and communities. communities.

IBE will promote respect for IBE will promote respect for cultural diversity, intercultural cultural diversity, intercultural dialogue and awareness of dialogue and awareness of indigenous rights. indigenous rights.

With regard to the practice, With regard to the practice, there are difficulties in applying there are difficulties in applying the notion of ‘interculturalism’ the notion of ‘interculturalism’ as a classroom practice.as a classroom practice.

Working Document 2002, Working Document 2002, Peruvian Ministry of EducationPeruvian Ministry of Education

An Amazon indigenous-determined An Amazon indigenous-determined approach to IBEapproach to IBE

AIDESEP/ISPL – Bilingual Teacher Training Programme AIDESEP/ISPL – Bilingual Teacher Training Programme 1990s1990s

Framed in context of the global indigenous movement Framed in context of the global indigenous movement and Working Group for the Rights of Indigenous Peoples and Working Group for the Rights of Indigenous Peoples – rights to education.– rights to education.

‘‘Assumes that schools play an important but Assumes that schools play an important but not unique role in indigenous children’s not unique role in indigenous children’s development and they should complement development and they should complement rather than supersede family/community-rather than supersede family/community-based education…this strategy can based education…this strategy can strengthen indigenous educational practices strengthen indigenous educational practices but not replace thembut not replace them’’ Trapnell 2003Trapnell 2003

Quality education for the Quality education for the Harakmbut of SE Peruvian Amazon Harakmbut of SE Peruvian Amazon

Dimensions of quality:Dimensions of quality: empowering to realise rightsempowering to realise rights extend capabilities of extend capabilities of

individuals and groupsindividuals and groups grounded in realities of grounded in realities of

learners, communities and learners, communities and practitionerspractitioners

recognises role of education in recognises role of education in perpetuating and overcoming perpetuating and overcoming inequalities inequalities (EdQual 2007)(EdQual 2007)

intercultural dialogue,intercultural dialogue, communicative continuities communicative continuities

and discontinuities. and discontinuities.

Harakmbut territory as a Harakmbut territory as a site of strength site of strength

Fishing as a process Fishing as a process of creating and re-of creating and re-creating purpose and creating purpose and power through shared power through shared action, meaning and action, meaning and language. language.

Communicative Communicative repertoires and repertoires and practices oral. practices oral.

Territory as a site of struggleTerritory as a site of struggle Gold panning to access Gold panning to access

resources such as schooling.resources such as schooling.

Communication with gold Communication with gold panners – monolingual, oral panners – monolingual, oral Spanish.Spanish.

Intercultural encounters – Intercultural encounters – aggressive, violent aggressive, violent development as extraction, development as extraction, ‘progress’, ‘civilising’. ‘progress’, ‘civilising’.

Strong demand for Spanish Strong demand for Spanish language schooling – language schooling – inclusion, access, equity.inclusion, access, equity.

Territory as a site of resistance Territory as a site of resistance

FENAMAD – indigenous FENAMAD – indigenous organisation – education organisation – education for rights and justice.for rights and justice.

NonFormal Education – NonFormal Education – advocacy, lobby, advocacy, lobby, management.management.

Spanish oracies and Spanish oracies and literacies.literacies.

Lobby for IBE – Lobby for IBE – developed with regional developed with regional teacher training college teacher training college and ministry officials.and ministry officials.

IBE as a site of survivance – IBE as a site of survivance – quality issuesquality issues

IBE for the Harakmbut todayIBE for the Harakmbut today IBE as schoolingIBE as schooling Schooling -biliteracy and Schooling -biliteracy and

bicultural. bicultural. Limited relevance to local Limited relevance to local

realities and changerealities and change

The value of education for The value of education for Harakmbut youth. Harakmbut youth.

• ‘‘informal’informal’• Non-formalNon-formal• schooling – unique role but schooling – unique role but

not only form of ‘education’not only form of ‘education’