Higher education and indigenous peoples: national contexts to place the experiences

Authors

  • Inés Olivera Rodríguez Universidad Nacional Autónoma de México http://orcid.org/0000-0002-2088-2333

    PhD student in the postgraduate program in anthropology at UNAM. Master in Anthropology, with mention in ethnology, from UNAM. Master in Educational Sciences from UFSC - Brazil. Bachelor and graduate in social anthropology from PUCP - Peru, with specialization in gender studies from the same university.
  • Gunther Dietz Universidad Veracruzana

    Anthropologist from the University of Hamburg (Germany), he works as Professor-Researcher in Intercultural Studies at the Institute of Research in Education of the Veracruzana University, Xalapa (Mexico); he carries out ethnographic works on ethnicity, interculturality, social movements and education in Andalusia , Michoacán and Veracruz; Latest published books: Multiculturalism, interculturality and diversity in education: an anthropological approach (Mexico, 2012), Multiculturalism and education 2002-2011 (co-editor, Mexico, 2013), Empowerment and higher education in intercultural contexts in Mexico (co-editor , Barcelona, ​​2014), Intercultural universities in Mexico: a critical balance in the first decade (monographic co-coordinator of the Mexican Journal of Educational Research, Mexico, 2016), The power of memory: reconstruction of collective identities in the Atlantic triangle (co-editor, Xalapa, 2016), The management of intercultural higher education: challenges and perspectives of intercultural universities (co-editor, Chilpancingo, 2017); web: https://www.uv.mx/personal/gdietz/

     

DOI:

https://doi.org/10.18800/anthropologica.201702.001

Keywords:

intercultural higher education, higher education and indigenous people, intercultural universities, higher education policy

Abstract

In order to provide a contextual frame to understand and to compare the experiences analyzed in this issue, this introductory text presents the situation indigenous youth is facing in higher education in Mexico and Peru. This contextual presentation has been shaped by our conviction that what has been achieved is a result of a larger process of indigenous struggles and claims, their translation into public policy and its implementation inside higher education institutions. Accordingly, this text introduces the cases of Mexico and Peru through two dimensions: the emergence of the specific claims, on the one hand, and the respective construction of intercultural higher education for indigenous people, on the other hand.

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Published

2017-12-15

How to Cite

Olivera Rodríguez, I., & Dietz, G. (2017). Higher education and indigenous peoples: national contexts to place the experiences. Anthropologica Del Departamento De Ciencias Sociales, 35(39), 5–24. https://doi.org/10.18800/anthropologica.201702.001

Issue

Vol. 35 No. 39 (2017): Indigenous youth, interculturality and higher education

Section

Youth, interculturality and higher education

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.