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Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy Luis Martin Valdiviezo University of Massachusetts Amherst, [email protected]

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Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy Luis Martin Valdiviezo University of Massachusetts Amherst, Lvaldiviezo@Educ.Umass.Edu View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks@UMass Amherst University of Massachusetts Amherst ScholarWorks@UMass Amherst Open Access Dissertations 5-2012 Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy Luis Martin Valdiviezo University of Massachusetts Amherst, [email protected] Follow this and additional works at: https://scholarworks.umass.edu/open_access_dissertations Part of the Curriculum and Social Inquiry Commons Recommended Citation Valdiviezo, Luis Martin, "Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy" (2012). Open Access Dissertations. 602. https://scholarworks.umass.edu/open_access_dissertations/602 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AFRO-PERUVIAN PERSPECTIVES AND CRITIQUES OF INTERCULTURAL EDUCATION POLICY A Dissertation Presented by LUIS MARTIN VALDIVIEZO ARISTA Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment Of the requirements for the degree of DOCTOR OF EDUCATION May 2012 Social Justice Education © Copyright by Luis Martin Valdiviezo Arista 2012 All Rights Reserved AFRO-PERUVIAN PERSPECTIVES AND CRITIQUES OF INTERCULTURAL EDUCATION POLICY A Dissertation Presented by LUIS MARTIN VALDIVIEZO ARISTA Approved as to style and content by: __________________________________ Maurianne Adams, Chairperson __________________________________ María José Botelho, Member __________________________________ Henry Geddes, Member __________________________________ Agustín Lao-Montes, Member __________________________________ Luis Marentes, Member ___________________________ Chistine B. McCormick, Dean School of Education DEDICATION A los jóvenes afro-peruanos que trabajan por un país con más justicia y oportunidades para todos sin distinción de etnicidad, idioma, sexo, género, clase social, ubicación geográfica, edad, capacidad física y mental, ni religión, y en especial a mis hijos: Luis Fredy, Rodrigo Alonso y Martín Adrián, y a mi sobrino William Andrés. ACKNOWLEDGEMENTS My deepest gratitude to my advisor, Maurianne Adams, for her teaching, encouragement, patience, and feedback. I am also grateful to María José Botelho, Henry Geddes, Agustín Lao- Montes, and Luis Marentes, members of my dissertation committee, for their support and interest in my research project. I am thankful to my friends, Mirangela Buggs, Lisa Fontes, Ljiljana Curcija, Sally Majewsky, Carlos Velarde (CEDET), Enia Zigbuo, Carlos Lopez (Cimarrones), Fidel Tubino (PUCP), Anderson Allen, Sarah Bankert, Yina Rivera, and Dana Finkelstein for their advice, comments, conversations, and their time reading different parts of the manuscript. I am greatly indebted to my mother and sister; Martha and Laura, for their everyday companionship and helping me persevere. v ABSTRACT AFRO-PERUVIAN PERSPECTIVES AND CRITIQUES OF INTERCULTURAL EDUCATION POLICY MAY 2012 LUIS MARTIN VALDIVIEZO ARISTA, LICENTIATE IN PHILOSOPHY, PONTIFICIA UNIVERSIDAD CATOLICA DEL PERU MASTER IN INTERNATIONAL EDUCATION, UNIVERSITY OF MASSACHUSETTS AMHERST Ed.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Maurianne Adams Based on intercultural education, socio-cultural analysis, and decolonization and critical pedagogy perspectives, this dissertation explores contradictions in Peruvian intercultural education policy and examines the potential role that African and Afro-Peruvian thought may have in the reform of this policy. Despite redefinitions of the Peruvian state as multicultural/multilingual and the adoption of intercultural concepts in Peruvian education law, the official interpretation of intercultural principles has tended to undermine the social transforming potential implicit in intercultural education. First, official Peruvian education policy overlooks the historical and cultural contributions of non-European and non-Incan social groups. Second, it fails to address inequality and inequity between socio-cultural groups in the access to economic-political resources. Third, it restricts intercultural education programs to Indigenous speaking communities. This study notes how Peruvian intercultural education policy is shaped by state discourses on national identity and by the structure of official Peruvian identity, the Castilian- Inca mestizo entity, and thus ignores Peru’s African, Asian, and Middle Eastern roots. By arguing for the inclusion of Afro-Peruvian traditions, this research offers a model for opening intercultural education policy to other excluded socio-cultural groups. Archival and contemporary evidence is used to show how the substantial African presence in Peru has been erased from official history, with negative socio-political consequences for Afro-Peruvians. It presents the philosophical, political, pedagogical, and sociological contributions of the Senegalese Leopold Sedar Senghor (1906-2001), and the Afro- Peruvians Nicomedes Santa Cruz Gamarra (1925-1992) and Jose Carlos Luciano Huapaya (1956-2002) as bases for rethinking Peruvian cultural diversity and intercultural policies from decolonized, democratic, and global perspectives. Further, it presents objections and counter- vi proposals to intercultural education policies of the Peruvian state that were gathered in a small pilot study of the personnel of the Afro-PeruvianYapatera High School and the nonprofit organizations CEDET and Lundu. Finally, it articulates these counter-proposals with Senghor, Santa Cruz, and Luciano’s theoretical inputs for decolonizing and democratizing Peruvian intercultural education policy. Keywords: Intercultural Education, Peru, Afro-Latino, Criollo, Colonial Legacy, Mestizaje, Leopold Sedar Senghor, Nicomedes Santa Cruz, José Carlos Luciano, Decolonization. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS....................................................................................................v ABSTRACT………………………………………………………………………………...vi INTRODUCTION…………………………………………………………………………..1 CHAPTER 1. CONTRADICTIONS WITHIN PERUVIAN INTERCULTURAL DISCOURSE……...9 Introduction…………………………………………………………………………9 Between Democracy and Colonialism……………………………………………...9 Invisibility of Cultural Diversity……………………………………………………11 Colonial Hierarchies………………………………………………………………..13 Interculturality Without Diversity: Contradictions in Educational Policy………….17 a) The Peruvian Constitution, 1993……………………………………….18 b) National Program of Language and Cultures in Education, 2002………………………………………………………20 c) General Law of Education, 2003………………………………………..21 d) National Curricular Design for Secondary Levels, 2004……………………………………………………..22 e) National Education Project toward 2021, 2007…………………………24 f) Bill of Preservation, Use, and Promotion of Aboriginal Languages, 2007…………………………………………….26 Colonialism and the Criollo Mestizo Identity………………………………………..28 Decolonization and Intercultural Dialogue………………………………………….35 viii 2. METHODOLOGY OF THIS RESEARCH……………………………………………...38 Introduction…………………………………………………………………………38 Why and How the Research was Conducted……………………………………….38 The Human Linkages in my Research Process……………………………………..41 Fieldwork…………………………………………………………………………...43 Political Context: My Return for Fieldwork in Peru………………………………..44 Contacts and Networks, Interviews & Fieldwork……………………………….….47 Researcher-Activists/Subject Interactions and Reciprocity…………………….…..54 My Subjectivity in this Research Process……………………………………….….57 My Socialization in a Mestizo Country…………………………………………….58 Discovery of Afro-Peruvian Identity and Intellectual Work……………………….63 Designing the Dissertation…………………………………………………………64 Scope and Limits………………………………………………………………...…65 3. THE ERASED AFRICAN IN THE PERUVIAN PAST………………………………...66 Introduction………………………………………………………………………...66 The De-Humanization of South-Saharan People…………………………………..69 The Conqueror Chronicler…………………………………………………………73 The Mestizo Chronicler…………………………………………………………….76 The Aristocratic Historian………………………………………………………….81 The Democratic Historian………………………………………………………….83 The Negritude Counter-Narrative………………………………………………….86 From the Atlantic to the South Pacific……………………………………..87 Afro-Peruvian Colony ……………………………………………………..89 Promises of Citizenship……………………………………………………94 ix Urbanization, Criollismo, and Sports………………………………………96 Revolutionary Politicians…………………………………………………..99 FORSUR and the State Forgiveness……………………………………….102 Decolonization and Democratization………………………………………………106 4. AFRICAN AND AFRO-PERUVIAN APPROACHES TO INTERCULTURALITY………………………………………………………..111 Introduction…………………………………………………………………………111 The Need of a Pluralistic Interculturality…………………………………………...111 Negritude and Afro-Peruvians……………………………………………………...113 Senghor and the Civilization of the Universal……………………………………...115 Santa Cruz and Latin American Identity……………………………………………125 Luciano and the Struggle against Racism…………………………………………..137 Interculturalizing Democratic Education…………………………………………...144 5. AFRO-PERUVIAN ACTIVISTS AND INTERCULTURAL EDUCATION…………...147 Introduction…………………………………………………………………………147 Yapatera…………………………………………………………………………….148 Socio-Economic Situation………………………………………………….149 Yapatera High School……………………………………………………………....150 History………………………………………………………………………150 A Demonstration to Demand Computers…………………………………...152 CEDET, Center of Ethnic Development……………………………………………153
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