On interculturality and Decoloniality:<i>sabedores</i>and government protection of indigenous knowledge in Bacatá schools

Pineda, Pedro; Celis, Jorge; Rangel, Lina

doi:10.1080/03057925.2019.1585758

Cited by 7 publications

(3 citation statements)

References 28 publications

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“…Man ** nya, on the other hand, helped me understand what a pluriversity institution looks like as I learned about his indigenous program, anchored in ancestral knowledge but located in a traditional Western university in Colombia. This is a prime example of decoloniality that breaks from the Eurocentrism in the academy (Mignolo, 2002;Pineda et al, 2020). The IRC and its work are far from being a decolonial project like Man ** nya's indigenous program.…”

Section: My Identity As An Outsider Withinmentioning

confidence: 99%

My liminal praxis in the American academy as a transnational scholar: A scholarly personal narrative.

Mendoza¹

2024

Journal of Diversity in Higher Education

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In this scholarly personal narrative (SPN), I illustrate how I have engaged with a system that does not reflect who I am and against prevailing currents as an associate professor in higher education who came to the U.S. as an international student in the late 1990s from South America, to finally find my place and voice developing the International Research Center (IRC), a joint effort with an institution in Bogotá, Colombia, my hometown. The contribution of this article is to offer a counternarrative as a minoritized and international faculty member, in which I reflect on the resistance I have enacted to build a career in the American academy while creating structures toward equity and inclusion in tune with who I am. I believe that my story can assist administrators in building support systems for faculty of color in line with their work and their identities. I offer at the end of this piece a few strategies for administrators to consider for supporting the work of faculty of color and international work.

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Section: My Identity As An Outsider Withinmentioning

confidence: 99%

My liminal praxis in the American academy as a transnational scholar: A scholarly personal narrative.

Mendoza¹

2024

Journal of Diversity in Higher Education

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“…Within the first group of approaches, the Differential Approach in Colombia (Alcaldía Mayor de Bogotá, 2013; Ministerio del Interior of Colombia, 2015) aims to guide institutional actions according to minorities characteristics as ethnicity, gender, sexual orientation and identity, history, disability and other vulnerabilities. In this frame, Pineda et al (2019) report on a case in which indigenous students obtain differentiated support for their inclusion in the urban schools. From another point of view, Aikenhead (1996) uses the Cultural Border-Crossing approach to explain and guide indigenous students in Canada to participate in science lessons as a culturally sensitive process.…”

Section: Acculturation In Educational Settingsmentioning

confidence: 99%

Acculturation in the Integration Course for Immigrants in Germany: A Study from the Cultural Bridge Approach

Tovar‐Gálvez

2022

J Ethn Cult Stud

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Acculturation processes as inclusive cultural interactions may or may not be motivated by educational contexts. This paper studies the acculturation process in the integration course that the German government offers to hundreds of thousands of immigrants. The framework is the Cultural Bridge (CB) that happens when individuals or communities participate in diverse cultures while preserving their own culture. The method is the content analysis of semi-structured interviews. Six immigrants provide information about their experience in the integration course. The results show approaches to and limitations for cultural inclusion. Finally, the discussion interprets the findings from the CB, compares this study with other results and presents some implications. In conclusion, the integration course leads to partially inclusive acculturation processes.

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“…According to [43], interculturality allows different social groups to enjoy equal rights in spaces of coexistence and communication. The intercultural approach implies knowing others, valuing them for who they are and fostering spaces for dialogue between all actors [44].…”

Section: Interculturality Social Wellbeing and Social Skills In Educational Centersmentioning

confidence: 99%

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

2021

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This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students’ grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.

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On interculturality and Decoloniality:sabedoresand government protection of indigenous knowledge in Bacatá schools

Cited by 7 publications

References 28 publications

My liminal praxis in the American academy as a transnational scholar: A scholarly personal narrative.

My liminal praxis in the American academy as a transnational scholar: A scholarly personal narrative.

Acculturation in the Integration Course for Immigrants in Germany: A Study from the Cultural Bridge Approach

Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students

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