Interculturality in intercultural education policy
This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conform to the ideals of multiculturalism. Accord...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2015
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3769 |
| _version_ | 1802223966825218048 |
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| author | Cruz Rodríguez, Edwin |
| author_facet | Cruz Rodríguez, Edwin |
| author_sort | Cruz Rodríguez, Edwin |
| collection | OJS |
| description | This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conform to the ideals of multiculturalism. Accordingly, a conceptual analysis based on the comparison between multicultural affirmative action and intercultural policies is made. In the first part, the problems of intercultural education understood as an affirmative action are discussed, the second part proposes some normative criteria to support intercultural education policies that promote the values of Latin American interculturalism: justice, equality, respect, dialogue, and mutual learning between cultures. The main results highlight that educational policies based on affirmative action may lead to the assimilation of cultures subalternized by the dominant ones, or even encourage isolation between them, meanwhile intercultural education policies promote dialogue, respect, and coexistence between cultures in a context of equality. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-3769 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2015 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-37692019-02-26T14:49:34Z Interculturality in intercultural education policy La interculturalidad en las políticas de educación intercultural L’interculturalité dans les politiques d’éducation interculturelle A interculturalidade nas políticas de educação intercultural Cruz Rodríguez, Edwin This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conf educación intercultural políticas acción afirmativa multiculturalismo éducation interculturelle politique action affirmative multiculturalisme. educação intercultural políticas ação afirmativa multiculturalismo. This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conform to the ideals of multiculturalism. Accordingly, a conceptual analysis based on the comparison between multicultural affirmative action and intercultural policies is made. In the first part, the problems of intercultural education understood as an affirmative action are discussed, the second part proposes some normative criteria to support intercultural education policies that promote the values of Latin American interculturalism: justice, equality, respect, dialogue, and mutual learning between cultures. The main results highlight that educational policies based on affirmative action may lead to the assimilation of cultures subalternized by the dominant ones, or even encourage isolation between them, meanwhile intercultural education policies promote dialogue, respect, and coexistence between cultures in a context of equality. Este trabajo de reflexión reconstruye los contenidos normativos del concepto de interculturalidad con el fin de diferenciarlo claramente de las acciones afirmativas. Tiene por objetivo aportar criterios normativos para la evaluación de las políticas vigentes y para la formulación de políticas que se ajusten a los ideales de la interculturalidad. En este sentido se realiza un análisis conceptual que parte de la comparación entre las acciones afirmativas de cuño multicultural y las políticas interculturales. En la primera parte se examinan los problemas de la educación intercultural entendida como acción afirmativa, y en la segunda se proponen una serie de criterios normativos para fundamentar políticas de educación intercultural que promuevan los valores del interculturalismo latinoamericano: la justicia e igualdad, el respeto, el diálogo, y el aprendizaje mutuo entre culturas. Como principales resultados es posible resaltar que mientras las políticas educativas basadas en la acción afirmativa pueden llevar a la asimilación de las culturas subalternizadas por las dominantes, o incentivar el aislamiento entre ellas, las políticas de educación intercultural promueven el diálogo, el respeto y la convivencia entre culturas en un marco de igualdad. Ce travail de réflexion reconstruit les contenus normatifs du concept de l’interculturalité afin de le distinguer nettement des actions affirmatives. Il a pour but d’apporter des critères normatifs pour l’évaluation des politiques en vigueur et pour la formulation de politiques s’ajustant aux idéaux de l’interculturalité. Dans ce but on réalise une analyse conceptuelle partant de la comparaison entre les actions affirmatives d’ordre multiculturel et les politiques interculturelles. Dans la première partie on examine les problèmes de l’éducation interculturelle considérée comme une action affirmative et, dans la seconde, on propose une série de critères normatifs pour justifier les politiques d’éducation interculturelle encourageant les valeurs de l’interculturalisme latino-américain: la justice et l’égalité, le respect, le dialogue et l’apprentissage mutuel entre les cultures. Comme principaux résultats, il est possible de souligner que tandis que les politiques éducatives basées sur l’action affirmative peuvent entraîner l’assimilation des cultures subalternisées par les dominantes, ou favoriser l’isolement entre elles, les politiques d’éducation interculturelle encouragent le dialogue, le respect et la coexistence entre les cultures dans un contexte d’égalité O artigo de reflexão reconstrói os conteúdos normativos do conceito de inter culturalidade com o intuito de diferenciá-lo claramente das ações afirmativas. Tem por objetivo aportar critérios normativos para a avaliação das políticas vigentes e para a formulação de políticas que concordem aos ideais da inter culturalidade. Neste sentido se faz uma análise conceitual que parte da comparação entre as ações afirmativas de cunho multicultural e as políticas interculturais. Na primeira parte se examinam os problemas da educação intercultural entendida como ação afirmativa, e na segunda se propõem uma serie de critérios normativos para fundamentar políticas de educação intercultural, que promovam os valores do inter culturalismo latino americano: a justiça e igualdade, o respeito, o dialogo, e a aprendizagem mutua entre culturas. Como principais resultados é possível salientar que enquanto as políticas educacionais baseadas na ação afirmativa podem levar à cola das culturas subalternizadas pelas dominantes, ou incentivar o isolamento entre elas, as políticas de educação intercultural promovem o dialogo, o respeito e a convivência entre culturas em um palco de igualdade. Universidad Pedagógica y Tecnológica de Colombia 2015-07-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3769 10.19053/22160159.3769 Praxis & Saber; Vol. 6 No. 12 (2015): Pedagogía e Interculturalidad; 191 - 205 Praxis & Saber; Vol. 6 Núm. 12 (2015): Pedagogía e Interculturalidad; 191 - 205 Praxis & Saber; Vol. 6 No 12 (2015): Pedagogía e Interculturalidad; 191 - 205 Praxis & Saber; V. 6 N. 12 (2015): Pedagogía e Interculturalidad; 191 - 205 Praxis & Saber; v. 6 n. 12 (2015): Pedagogía e Interculturalidad; 191 - 205 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3769/3551 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3769/html |
| spellingShingle | This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conf educación intercultural políticas acción afirmativa multiculturalismo éducation interculturelle politique action affirmative multiculturalisme. educação intercultural políticas ação afirmativa multiculturalismo. Cruz Rodríguez, Edwin Interculturality in intercultural education policy |
| title | Interculturality in intercultural education policy |
| title_alt | La interculturalidad en las políticas de educación intercultural L’interculturalité dans les politiques d’éducation interculturelle A interculturalidade nas políticas de educação intercultural |
| title_full | Interculturality in intercultural education policy |
| title_fullStr | Interculturality in intercultural education policy |
| title_full_unstemmed | Interculturality in intercultural education policy |
| title_short | Interculturality in intercultural education policy |
| title_sort | interculturality in intercultural education policy |
| topic | This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conf educación intercultural políticas acción afirmativa multiculturalismo éducation interculturelle politique action affirmative multiculturalisme. educação intercultural políticas ação afirmativa multiculturalismo. |
| topic_facet | This reflection paper reconstructs the normative contents for the concept of multiculturalism in order to clearly differentiate it from affirmative action. It aims at providing normative criteria for assessing current policies and designing some that conf educación intercultural políticas acción afirmativa multiculturalismo éducation interculturelle politique action affirmative multiculturalisme. educação intercultural políticas ação afirmativa multiculturalismo. |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/3769 |
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