The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.
Resumen Introducción: la importancia de las redes sociales ha ido creciendo a lo largo de esta última década. Sin embargo, no todas la redes sociales tienen la misma aplicación ni ámbito de difusión. Así Facebook se usa como una red personal de contactos en el ámbito de las relaciones personales principalmente. Por el contrario Twitter es una extensa red sin contactos privados salvo en las cuentas personales de Twitter. Los mensajes en Twitter son cortos, y después de un Tweet, se puede crear un nodo de difusión de información basado en los retweets y me gustan.Twitter también nos permite poder tener una conversación en tiempo real con personas que viven en diferentes partes del mundo y una difusión de la información de forma muy rápida. Hasta ahora, Twitter se ha usado en la promoción de congresos y cursos pero aún no se ha estudiado su uso dentro de la difusión de los contenidos educacionales. Presentamos una nueva plataforma: #SoMe4Surgery como un nuevo punto de referencia para estimular el contenido educacional. Material y métodos: #SoMe4Surgery es una nueva plataforma en Twitter abierta a todos los profesionales médicos (enfermería, anestesiólogos, etc. y por supuesto cirujanos). Cada semana, se propone un tema para debatir, impulsando diferentes preguntas, ideas y propuestas para tener en cuenta por los usuarios. Resultados: Se analizó un periodo de diez días (del 12 al 22 de octubre) tras proponer un tema a debatir, analizando los resultados obtenidos. Se obtuvo una red de 998 tweets. El gráfico fue de tipo directo y los vértices fueron agrupados usando el algoritmo matemático de Clausen-Newman-More. También, se analizó la posibilidad de un congreso virtual. Conclusión: el uso de Twitter como plataforma, puede ser una buena opción para difundir los contenidos educacionales, no sólo porque permite la difusión de información acerca de un tema sino también por la posibilidad de promover cambios de impresiones a tiempo real con diferentes personas a lo largo del mundo. La opción de los congresos virtuales se podría convertir en una opción muy viable en esta época de crisis.
The study of Mexico’s educational system requires a systematic historical approach that considers the complex sociocultural and political fabric of the nation. Education in Mexico is closely tied to postcolonial identity building and has gone through different historical shifts. A broad understanding of education in Mexico must include foundational works that relay the challenges and perspectives during the early efforts of public education in Mexico, the changes seen through key shifts such as the decentralization reform of 1992 and the continued tensions between the teacher’s union and the state. The body of literature featured here showcases the work of key scholars in the field and serves as an entry point into the different categories that support a broad understanding of the educational context in Mexico: its history, its challenges, its articulation to the global context, and, most particularly, its close ties to the political ecosystem, since political discourse has deeply shaped legislation and educational policies in many of Mexico’s states. A wide range of topics are covered within the following diverse studies about education in Mexico; publications in Spanish and English include topics such as the history of education, intercultural and rural education, migration, educational policy, teacher unions and politics, new technologies, human rights, peace and democratic participation, higher education, and comparative and international education. Various perspectives discuss educational development, including education for social and economic development, together with issues of socioeconomic disparities and equity in the education system. Studies based on international development and comparative perspectives tend to highlight the main problems Mexican education faces in the development of competitive skills, human and social capital, and economic participation in a democratic national society as well as the competitiveness of the country within the global economy. Several of these studies problematize access and quality of education among the youth and women of marginalized groups and discuss implications often based on new programs or initiatives for professional training and investment for the implementation of new technologies. Publications that take critical and postcolonial perspectives focus on educational issues concerning Indigenous and rural populations that point at the educational challenges beyond the quality of delivery. These publications offer a critique of political and class structures that have created and reproduced inequality in the national society. Some of these critiques also point to the important role of education and educational actors, such as teachers, in changing policy and transforming the status quo.
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