1. Repositorio Bibliografico Nacional de Educacion Intercultural Bilingue
  2. 1. Educación intercultural bilingüe
  3. 1.30 Educación
Por favor, use este identificador para citar o enlazar este ítem: http://repositoriointerculturalidad.ec/jspui/handle/123456789/3361
Registro completo de metadatos
Campo DC Valor Lengua/Idioma
dc.contributor.advisorRivera Vélez, Fredy-
dc.contributor.authorTerry, Herbert Guy-
dc.date.accessioned2015-09-16T16:20:11Z-
dc.date.accessioned2020-04-27T14:19:30Z-
dc.date.accessioned2020-05-04T03:22:53Z-
dc.date.available2015-09-16T16:20:11Z-
dc.date.available2020-04-27T14:19:30Z-
dc.date.available2020-05-04T03:22:53Z-
dc.date.issued2014-06-
dc.identifier.citationTerry, Herbert Guy. 2014. Pedagogy in an oppressed state. A Multilevel Analysis of Learning in the International Development of Ecuador’s Official Intercultural Bilingual Education. Tesis de maestría, Flacso Ecuador.es_EC
dc.identifier.otherhttp://hdl.handle.net/10469/7694-
dc.identifier.urihttp://8.242.217.84:8080/xmlui/handle/123456789/3361-
dc.descriptionThe Ecuadorian State underwent a series of new learning experiences in the twentieth century that disrupted its traditional socio-economic order, the rungs of which were ethnically-coded. This study illustrates how domestic and international changes generated new learning for the State, how this learning facilitated an aperture to indigenous movement leaders in a national literacy campaign, and how this inclusion, in turn, supported their own learning and their trajectory as activists for further change. Among their clearest triumphs was the institutionalization of a semi-autonomous Intercultural Bilingual Education system. The education occurring in a rural high school founded within this system is also examined. By revealing learning’s impacts across this spectrum, from the most global to the most local of contexts, this research sheds light on the mutual constitution of these different social spheres. It provides a critical constructivist account of institutional change, and considers whether the learning that caused this change has been more uncritical or critical, more oppressive or liberating.es_EC
dc.format122 p.es_EC
dc.languageenges_EC
dc.publisherQuito, Ecuador : Flacso Ecuadores_EC
dc.publisherFacultad Latinoamericana de Ciencias Sociales Sede Ecuador – FLACSOes_ES
dc.rightsopenAccess-
dc.subjectECUADORes_EC
dc.subjectSISTEMA EDUCATIVOes_EC
dc.subjectEDUCACIÓN RURALes_EC
dc.subjectCOMUNIDADES CAMPESINASes_EC
dc.subjectALFABETIZACIÓNes_EC
dc.subjectORGANIZACIONES INDÍGENASes_EC
dc.subjectMOVIMIENTO SOCIALes_EC
dc.subjectENSEÑANZA SECUNDARIAes_EC
dc.subjectEDUCACIÓN BILINGÜEes_EC
dc.subjectEDUCACIÓN INTERCULTURALes_EC
dc.subjectSISTEMA DE EDUCACIÓN INTERCULTURAL BILINGÜEes_EC
dc.subjectAPRENDIZAJEes_EC
dc.subjectLIDERAZGOes_EC
dc.titlePedagogy in an oppressed state: A Multilevel Analysis of Learning in the International Development of Ecuador’s Official Intercultural Bilingual Education.es_EC
dc.typemasterThesises_ES
dc.tipo.spaTesis de maestríaes_EC
Aparece en las colecciones: 1.30 Educación

Ficheros en este ítem:
Fichero Descripción Tamaño Formato  
A-Cubierta-T-2014HGT.jpg81,78 kBJPEGVisualizar/Abrir
TFLACSO-2014HGT.pdf1,54 MBAdobe PDFVisualizar/Abrir
Mostrar el registro sencillo del ítem


Los ítems de DSpace están protegidos por copyright, con todos los derechos reservados, a menos que se indique lo contrario.