This text undertakes an analysis of three concepts, namely 'multiculturalism,' 'interculturality,' and 'the transcultural,' which are scrutinized and discussed in their potential for explaining the wider scope of inequality, difference, and diversity as developed in perspectives of different north-south conceptual frameworks. The discussion draws from recently published or other made public sources from different academic and cultural traditions and, therefore, it maps different perspectives and uses of these terms. They have lately been made ubiquitous in the academic and social discourse and are often used indiscriminately. In fact, it is impossible to establish fixed and stable lines between them since they form a complex web of meanings that, to some extent, may crisscross each other. However, it is feasible, for the purpose of deeper scientific accurateness, to identify layers and regions of meaning for each of one of them and this is what this article attempts to do, against a backdrop of different types of colonialism, both from the perspective of the colonized and the colonizers, as well as against a backdrop of a north/south-south/north metaphor. The conceptual discussion on which this article relies is based upon two large projects in Latin America involving various types of higher education institutions.
Estimado lector/a:Gracias por descargar este artículo. El texto que está a punto de consultar es de acceso libre y gratuito gracias al trabajo y la colaboración desinteresada de un amplio colectivo de profesionales de nuestra disciplina.Usted puede ayudarnos a incrementar la calidad y a mantener la libre difusión de los contenidos de esta revista a través de su afiliación a la asociación AIBR:http://www.aibr.org/antropologia/aibr/socios.php La asociación a AIBR le proporcionará una serie de ventajas y privilegios, entre otros: Starting from the contemporary debate on ethnographic methodology in anthropology, this paper analyses how new methodological options arise throughout processes of educational interculturality and how these can nourish, rejuvenate and decolonize classical anthropological ethnography. The contrast between a postmodern anthropology and activist ethnography reveals possibilities for fruitfully complement social and political engagement with the classical canon of ethnography, which is here illustrated for the sphere of Intercultural Studies and the emerging field of what may be called an anthropology of interculturality. The resulting, "doubly reflexive ethnography" completes the contrast of emic and etic approaches through a emic-etic dialectical, structure-oriented perspective, which is particularly suitable for studying institutions and organizations whose actors co-reflect on the same research process as the anthropologist her/himself. This proposal is finally summed up in a three-dimensional heuristic research model, which combines semantic, pragmatic and syntactic dimensions of ethnography and which is particularly suited for "inter-cultural", "inter-lingual" and "inter-actor" diversity contexts.
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Key words:Reflexive ethnography, activist research, anthropology of interculturality.
resUmen:Partiendo del debate actual sobre la metodología etnográfica en antropología, este trabajo analiza cómo en el proceso de interculturalización educativa surgen nuevas opciones metodológicas y cómo estas pueden retroalimentar, rejuvenecer y descolonizar la clásica etnografía antropológica. El contraste entre una antropología postmoderna y de tendencia "academicista", por un lado, y una etnografía activista y militante, por otro, revela posibilidades de complementar fructíferamente el compromiso social y político con el canon clásico de la etnografía, lo cual aquí demostramos para el ámbito de los estudios interculturales y lo que se está dando por llamar la nacien...
Resumen Partiendo de un estudio de caso de tipo etnográfi co-dialógico con la "Universidad Veracruzana Intercultural" (UVI) en México, cuyas bases metodológicas procuran combinar los principios de la "antropología activista" con una "etnografía doblemente refl exiva", este trabajo analiza cómo en el proceso de interculturalización educativa surgen nuevas opciones metodológicas y cómo estas pueden retroalimentar, rejuvenecer y descolonizar la clásica etnografía antropológica. Fuertemente infl uenciado por discursos y modelos globalizados de educación intercultural, la así llamada "educación superior intercultural" (ESI) se está constituyendo en México como un nuevo subsistema universitario, destinado a proporcionar una formación académica culturalmente pertinente a estudiantes defi nidos como diversos y diferenciados en términos étnicos, lingüísticos y/o culturales. El análisis etnográfi co parte del discurso intercultural ofi cializado en esta institución y lo confronta con su gestión educativa en el marco de una licenciatura poco convencional. Del diálogo "glocalizado" de saberes académicos y campesinos, exógenos y autóctonos surgirán propuestas de modifi caciones curriculares a dicho programa académico. Este incipiente "diálogo de saberes", que involucra dimensiones "inter-culturales", "inter-lingües" e "inter-actorales", a su vez, obliga a la antropología académica a replantearse sus prácticas metodológicas. El trabajo concluye por ello con una propuesta de redefi nir y replantear el quehacer etnográfi co en términos de diálogo y de refl exividad entre diversos actores.
Racism is a neglected but relevant cause of health disparities within multi-ethnic societies. Different types of racism and other expressions of discrimination must be recognized, critically analyzed, and actively reverted. This paper is based on anthropological fieldwork conducted in three medical facilities in the indigenous region Sierra de Totonacapan in the highlands of Veracruz in Mexico and analyzes maternal health and identifies levels of racism as perceived by female indigenous patients. Applying a theoretical framework that defines racism at three levels, namely, institutionalized, personally mediated, and internalized racism. We empirically distinguish and acknowledge human rights omissions and violations and then analyze the sources of racism in close relation to an intersectional view on gender-, class-, and race-based forms of discrimination. Finally, in addition to investment in health goods and skilled birth attendants, we propose an intercultural competence approach to manage racism, among other ideologies. This approach targets health professionals as conscious, reflexive, and transformative actors of intercultural interactions with culturally diverse patients.
OPEN ACCESSCitation: Dörr NM, Dietz G (2020) Racism against Totonaco women in Veracruz: Intercultural competences for health professionals are necessary. PLoS ONE 15(1): e0227149. https://doi.
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