DOCSLIB.ORG

Intercultural Bilingual Education in Ecuador As a Site of Negotiation and Struggle Over Difference: a Case Study of an Amazonian Kichwa School System

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Intercultural Bilingual Education in Ecuador As a Site of Negotiation and Struggle Over Difference: a Case Study of an Amazonian Kichwa School System Intercultural Bilingual Education in Ecuador as a site of negotiation and struggle over difference: A case study of an Amazonian Kichwa school system Maria Antonia Manresa Axisa Doctor of Philosophy School of Modern Languages Newcastle University June 2018 2 Abstract The aim of this research is to study the process of Intercultural Bilingual Education (IBE) in Ecuador as a means of formulating, representing and incorporating ‘indigenous’ knowledge into formal schooling. The study is based on an ethnographic case study of a Kichwa Amazonian territory. I frame schooling within the historical struggle for recognition as generating an intrinsic tension between the need to demonstrate ‘sameness’ and simultaneously ‘difference’. I contrast between two theoretical trends conceptualizing intercultural education as a means of positioning epistemological pluralism. Through textual analysis of education policy and government discourse, I demonstrate a utilitarian notion over cultural difference and suggest a serious undermining of the active participation of diverse political actors in policy decision-making. Locally I identify the demand for recognition of difference in schooling, is express as ‘una educacion propia’ (our own education). I argue, this reflects the political objective of constructing an ‘intercultural utopia’ (Rappaport, 2005) as means of a decolonizing education. From my analysis of classroom observations I suggest little evidence of teaching practice that aims to reveal epistemological plurality. I interpret teachers generate equivalence between ‘official’ and ‘local’ knowledge, creating a disjuncture between what they enunciate and what corresponds to the school subject. I conclude that classroom practice does not aim to put into dialogue different forms of knowledge whether this is to contest or expand official knowledge. I propose however that identifying intercultural education practice limited to an epistemological concern, could in effect inhibit the actual enactment of difference, I suggest takes place in the classroom. By shifting the focus of analysis away from an epistemological concern, to consider ontological divergence, I propose difference passes unnoticed whilst existing as continued possibilities of ‘worlding’ (Latour, 1994; Blaser, 2009) within the classroom. 3 Acknowledgements I want to thank my son, Amaru Guaman Manresa who has had to accompany me closely throughout this journey. I want to thank him for being there, sometimes with patience other times without but always making me put things in perspective. I also want to thank my family who have encouraged me throughout and who have helped me in many different ways to complete this work. A very special thank you to my supervisors Prof. Rosaleen Howard and Dr. Patricia Oliart, first for giving me the opportunity to conduct this research and then for their continuous support and guidance. I also wish to acknowledge the ESRC PhD grant without which I would not have been able to embark on this study. I thank my friends both near and far for their invaluable and continual moral support. I would also like to thank Manuel Paza for his patience and hours spent working with me on the transcripts and translations. I thank Dr Jorge Gomez for letting me into his lessons and group discussions and passing on invaluable historical material. I am very grateful to Soledad Mena, Dr Rosemarie Terán and Ariruma Kowi, from the Universidad Andina Simón Bolívar for their hospitality in opening up the space for seminars and academic conversations. I would not have been able to conduct this research without the permission and support of the community of Pumamaki especially from the leadership and teachers who allowing me to enter and probe into their space and who shared with me part of their life stories, I am extremely grateful for their tolerance, trust and support. A special thanks to those that opened their homes to me and looked after me during my fieldwork. 4 TABLE OF CONTENT ABSTRACT ................................................................................................................................................. 3 ACKNOWLEDGEMENTS ......................................................................................................................... 4 TABLE OF CONTENT .............................................................................................................................. 5 INTRODUCTION ....................................................................................................................................... 9 MY OWN POSITION AND RATIONALE FOR THIS RESEARCH .............................................................................. 11 BRIEF BACKGROUND OF CASE STUDY ................................................................................................................... 15 RESEARCH METHODOLOGY ................................................................................................................................... 18 ETHICAL CONSIDERATIONS OF ETHNOGRAPHIC RESEARCH ............................................................................. 24 PERSONAL REFLECTIONS ....................................................................................................................................... 26 STRUCTURE AND CONTENT .................................................................................................................................... 31 CHAPTER 1. CONTRASTING THE THEORETICAL FRAMINGS OVER ‘INTERCULTURAL EDUCATION’ .......................................................................................................................................... 36 1.1 MULTICULTURALISM AND THE POLITICS OF RECOGNITION ..................................................................... 37 1.2 ‘INDIGENOUS’ EDUCATION IN LATIN AMERICA: FROM ‘BI-CULTURAL’ TO ‘INTERCULTURAL’ ........... 41 1.2.1 Contesting bicultural education ....................................................................................................... 43 1.3 ‘INTERCULTURALISM’ AS A CRITICAL EDUCATION PROCESS ..................................................................... 47 1.3.1 Rights based discourse .......................................................................................................................... 49 1.3.2 De-colonial based discourse ............................................................................................................... 58 1.4 THEORETICAL IMPASSE ................................................................................................................................... 63 1.4.1 Masking theoretical divergence in discourse on intercultural education ..................... 65 1.5 SUMMARY .......................................................................................................................................................... 72 CHAPTER 2: THE NATION, SCHOOLING AND THE EXPANSION OF CITIZENSHIP: UNDERSTANDING CHANGING ATTITUDES TO SCHOOLING FROM A LOCAL PERSPECTIVE ........................................................................................................................................ 75 2.1 ‘EDUCATING & CIVILIZING’ THE INDIGENOUS POPULATION OF THE SOUTHERN-CENTRAL ECUADORIAN AMAZON REGION ............................................................................................................................ 77 2.1.1 From the centre of the margins, to the margins of the centre ............................................ 79 2.2 SCHOOLING PROVISION AND THE GROWTH OF POPULATION ................................................................... 82 2.3 THE EMERGENCE OF PUBLIC STATE SCHOOLING IN ‘TRADITIONAL’ SETTLEMENTS ............................. 89 2.3.1 Local attitudes towards the emergence of formal schooling .............................................. 90 2.3.2 Clash of visions ......................................................................................................................................... 92 2.4 SCHOOL PROVISION AS A CITIZENSHIP PROJECT ......................................................................................... 96 2.4.1 Changing local attitudes to schooling ........................................................................................... 99 2.4.2 Organization, voice and territory .................................................................................................. 103 2.5 SUMMARY ....................................................................................................................................................... 107 CHAPTER 3: PAST AND CURRENT STRUGGLES IN DETERMINING BILINGUAL INTERCULTURAL EDUCATION IN THE NATIONAL CONTEXT .............................................. 110 3.1 INDIGENISM AND THE FRAMING OF A POLITICAL ACTOR ....................................................................... 111 3.1.1 The indigenous political actor at the national level .............................................................. 113 3.2 INTERCULTURAL BILINGUAL EDUCATION AS PART OF A POLITICAL PROJECT ................................... 117 3.3 MEASURING THE SUCCESS OR FAILURE OF IBE? ..................................................................................... 123 3.3.1 Parental choice: a measure of quality, or relative access to resources and higher social status? ...................................................................................................................................................... 124 3.3.2 Cultural pertinence
Load more

Recommended publications
  • State of Women's Education in Developing Countries, Idlustratingthe Extent of the Gender Gap in Education in Those Countries
    I''"~~~~~~~~~~~~~~~~~~I PHREE Background Paper Series Public Disclosure Authorized FLoECOPY| Document No. PHREE/91/40 Women's Education in Developing Countries Public Disclosure Authorized Barriers, Benefits and Policy" Elizabeth M. King and M. Anne Hill Public Disclosure Authorized Editors Education and EmploymentDivision Populationand Human Resources Department The World Bank Public Disclosure Authorized September 1991 Mhzpublication series senes as an outlet for background produictsfront the ongoir.g w-orkprogramn of policy .-esearch and analylsis of the Eduication and Employment Ditision in the Population and lluntan ResouircesDepartment of the World Bank. Tke lviewsexpressed are those of the author(s), and should not be attributed to the World Bank. Copyright, World Bank, 1991. This volume has been accepted for publication by the World Bank. It is forthcomingfrom the Johns Hopkins University Press. Preface Several noteworthy volum. s piblished in the 1980s have dealt with the topic of women's education in the Third World. These include the volumesby A.C. Smock, Women's Education in DevelopingCountries: Opportunities and Outcomes, New York: Praeger, 1981,and G.P. Kellyand C.M. Elliott (eds.) Women's Educationin the ThirdWorldt ComparativePerspectives, Albany. State University of New York Press, 1982, as well as regional studies by UNESCO. Smock reviewedlessons from existingliterature and presents selectivedata on five countries (namely, Mexico, Ghana, Kenya, Pakistan, and the Philippines) with the aim of identifyingthe f.actors affecting women's opportunities to participate in formal education and the effects of education on women's marriage, labor supply, and fertility behavior. Her work attempts to shed light and understanding on the complex relationships pertaining to this topic, and the conclusions drawn, though "tentative",provide a springboard for future studies.
    [Show full text]
  • Canada Archives Canada Published Heritage Direction Du Branch Patrimoine De I'edition
    E-GOVERNMENT IN ECUADOR: PLANS, PROBLEMS, AND SOLUTIONS by Maria Gabriella Mosquera Jij6n Submitted in partial fulfilment of the requirements for the degree of Master of Electronic Commerce at Dalhousie University Halifax, Nova Scotia July 2008 © Copyright by Maria Gabriella Mosquera Jijon, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-44090-2 Our file Notre reference ISBN: 978-0-494-44090-2 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation.
    [Show full text]
  • Diagnosis Through the Literary Contribution of Juan León Mera and the Decolonial Proposal Glenda Viñamagua-Quezada
    Revista Cátedra, of the Faculty of Philosophy, Letters and Education Sciences of Universidad Central del Ecuador has a quarterly frequency, it publishes the first fifteen days of the first month of each period from January-April, May-August, September-December. Director/Editors-in-chief Ph.D. Sergio Lujan Mora, MSc. Verónica Simbaña Gallardo. Location: Quito - Ecuador, belongs to the Faculty of Philosophy, Letters and Education Sciences of Universidad Central del Ecuador. ISSN electrónico: e-ISSN: 2631-2875 Revista Cátedra OJS: [email protected] Web page: http://revista-catedra.facue.info/index.html Revista Cátedra E-mail: [email protected] Phone number: (+593) 2506-658 ext. 111 o 22904-760 Open Access politics: articles are published using the license Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/deed.es) Plagiarisms detection: the journal uses the antiplagiarism system URKUND. The editorial process is managed using OJS (Open Journal System). The journal accepts articles written in Spanish and English. INFORMATION SERVICES: social networks, Facebook Licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0) Revista Cátedra, 2(2), pp. 1-1, May-August 2019. e-ISSN: 2631-2875 AUTHORITIES: UNIVERSIDAD CENTRAL DEL ECUADOR FACULTY OF LETTERS AND EDUCATION SCIENCES Ph.D. Fernando Sempértegui Rector Dra. María Augusta Espín Academic Vice Chancellor Dra. María Mercedes Gavilánez Research, Doctorate program and Innovation Vice Chancellor MSc. Marco Pozo Zumárraga Administrative Vice Chanceller Ph.D. Guillermo Terán Acosta Dean of the Faculty of Philosophy, Letters and Education Sciences Ph.D. Juan Carlos Cobos Velasco Vice Dean of the Faculty of Philosophy, Letters and Education Sciences Zip code: Av.
    [Show full text]
  • Education (41 in ECUADOR
    Bulletin1947,No. 2 lamming. Education (41 in ECUADOR .s liyCAMERON.D.Eli.i))117GM --,-Senior Spode Whitn EdneatioaInLatinAmerleaìoCountries AmericasliorabIlesgoad's,DivisionofInternational t." ; T`t lidneat1ora1Relations 1'2 - I :. Aat s IIPRIMUIAL$RCVRITY£ICT, *MoonS.inner,Administrator 9 of Ce n, NAIRenties John W.Iligndebacor,CoanamiaaSpair .0 4 e N. CONTENTS 1111.. Page FOREWORD_ 11. MID a, we. m ........ rm. es. ..... CHAPTERI.EVOLUTIONOFEDUCATIONIN 'ECtTADOR__ ro rrn " ....... 1 Introduction_ _ _ _ e a Geography .... 1 __ .=mirgm me Próducts_ r e r . 1 - ele People - m ow, t .1" ..... O. 2 Government Me ...... r 2 Education MD - .... ...... m. 3 Colonial period_ r ' QM/ 3 Republic_e eC Mir ......... ..... ° 4 Developments between1861and1930__ 4 National tongressof Elementaiyand Nor- mal School Education.__...... _. 5. Education.today _ .. 6 Administration Fr e .... 7 0 Finance.. __ r %. 9 Organization... ..... to 10 CHAPTER II. ELEMENTARYEDUCATION _ _ 12 Preschooledutiation ..... Noe :II 12 Kindergartens 12 Number of kindergartensandenrollment__ 13 Buildifigs,materials,andmethodsof teaching 40 ..... or 13 Jardfn de InfanAs"LucindaToledo"in Quito Mo. Elementary 18 48._ . education__ ea ........ 14 Aim ale° I, rrnMer e. ... 14 Numberof schools MI . IMP ..... mws ..... 15 School year and day 11 ... m 0,0/ l 15 Enrollments 4j, 41 a 15 Buildings_ N'aGP __ ........ J 15 Methods ofteaching.._ OP The eur 16 curriculum r .......... .. .... 16 Materialsandlibraries. "bibelot M. aw 17 la Catélica"School, No.15 .. 17 Municipal schools me. me .old rila .... 18 Ruralschool& ...... 40 40 ow 4, " . ..... 4.... 19 Course of a Mo. study ... .. C. 19 "October 12" School r, ma 19 Complementaryor continuationschools .... 20 Praedialschools _ ...... ..... _...
    [Show full text]
  • Research on the Implementation of IB in Ecuador's State Schools
    NATIONAL CENTER FOR RESTRUCTURING EDUCATION, SCHOOLS, AND TEACHING TEACHERS COLLEGE, COLUMBIA UNIVERSITY Research on the Implementation of the Diploma Programme in Ecuador’s State Schools FINAL REPORT May 2013 Elisabeth Barnett, NCREST Teachers College, Columbia University, New York With: Tracey Tokuhama-Espinosa, the University of San Francisco, Quito Mariana Rivera, the University of San Francisco, Quito Ligia Myriam Aguirre Montero, Pontifical Catholic University, Quito Tamara Puente Palacios, Pontifical Catholic University, Quito Karen Bryner, NCREST 1 Research on the Implementation of the Diploma Programme in Ecuador’s State Schools FINAL REPORT May 2013 We have a clearer “North” toward which to direct ourselves and our students. DP teacher Introduction The country of Ecuador boasts one of the largest populations of Diploma Programme (DP) participants in Latin America with 708 DP candidates in 2011. There are currently 51 IB-authorized schools in the country, including 50 offering the DP, six offering the PYP and six offering MYP (several schools offer combinations). Ecuador has shown an exceptionally high level of support for IB education: the Ministry of Education (MOE) undertook an initiative beginning in 2006 to support the development of a DP in each of the country’s 24 provinces. Subsequently, based on President Correa’s conviction that Ecuadorian secondary education could be vastly improved by following the DP model, it was decided to dramatically expand the number of state schools participating. Because of the high level of interest of the Ecuadorian government, as well as to advance its own knowledge of school development and school transformation, IB entered into a contract with the National Center for Education, Schools and Teaching (NCREST) at Teachers College, Columbia University to conduct research on the DP in Ecuador.
    [Show full text]
  • Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition
    Portland State University PDXScholar Black Studies Faculty Publications and Presentations Black Studies 10-2014 Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition Ethan Johnson Portland State University, [email protected] Follow this and additional works at: https://pdxscholar.library.pdx.edu/black_studies_fac Part of the African American Studies Commons Let us know how access to this document benefits ou.y Citation Details Johnson, E (2014). “Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition.” Journal of Pan-African Studies (online). Vol. 7, No. 4: 115-137. This Article is brought to you for free and open access. It has been accepted for inclusion in Black Studies Faculty Publications and Presentations by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Afro-Ecuadorian Educational Movement: Racial Oppression, Its Origins and Oral Tradition by Ethan Johnson, Ph.D. [email protected] Associate Professor, Black Studies Department Portland State University Portland, Oregon Abstract In this paper, three objectives are presented, first, to describe the socio-historical context of Afro- Ecuadorians generally and specifically related to education. Here, it is demonstrated how colonial and nation building practices and processes have attempted to silence and make absent the contributions people of African descent have made to development of the nation. Second, the Afro-Ecuadorian social movement is considered within the local, regional and global socio- historical context, and it is argued that the Afro-Ecuadorian Etnoeducación is part of a continuous struggle for freedom and inclusion in the nation as full citizens.
    [Show full text]
  • Environmental Education and Conservation in Southern Ecuador: Constructing an Engaged Political Ecology Approach
    ENVIRONMENTAL EDUCATION AND CONSERVATION IN SOUTHERN ECUADOR: CONSTRUCTING AN ENGAGED POLITICAL ECOLOGY APPROACH By KATHRYN A. LYNCH A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2001 Copyright 2001 by Kathryn A. Lynch ACKNOWLEDGEMENTS My most heart-felt thanks go to all the people who contributed to this project. In Loja, special thanks go to Fundación Ecológica Arcoiris, and specifically to Bolívar Tello, Fausto Lopez, Arturo Jiménez, Elia Gonzales and Angel Hualpa. Their invitation to collaborate provided me a site and a focus, while their logistical support in 1996 and 1997 made it possible to accomplish all that I did. Likewise, the Fundación Cientifica San Francisco and specifically Lic. Ruth Espinosa deserve special thanks. Her unflagging enthusiasm and dedication to improving environmental education in the region is inspiring, and I am deeply grateful for all her critical input and assistance in the field in 1999. Likewise, I am thankful for the valuable feedback provided by Dra. Ketty Vivanco at the Universidad Nacional de Loja, regarding my survey instruments and research design. Without the support of parents, teachers, and school directors in the region I would not have been able to conduct this research. I am deeply grateful to them for granting me permission to interact with their students, and for the time they took to share their educational experiences as well. Likewise, without the collaboration of the students, I would have no dissertation. Therefore, special boisterous and rambunctious thanks go to all of the children who patiently put up with my questions and provided brilliant illustrations of their communities and the Park.
    [Show full text]
  • La Educación Inicial En El Ecuador: Margen Extensivo E Intensivo 14
    La educación inicial en el Ecuador: margen extensivo e intensivo 14 La educaci´oninicial en el Ecuador: margen extensivo e intensivo Priscila Hermida; Sof´ıa Barrag´an; Juan Andr´es Rodr´ıguez Facultad de Econom´ıa, Pontificia Universidad Cat´olica del Ecuador, Quito, Ecuador / Secretar´ıa Nacional de Planificaci´on,Quito, Ecuador / Secretar´ıa Nacional de Planificaci´on,Quito, Ecuador [email protected] / [email protected] /[email protected] Resumen Este trabajo explora las caracter´ısticas socioecon´omicas y demogr´aficas relaciona- das con el margen intensivo y extensivo de la asistencia de ni˜nos y ni˜nas menores de cinco a˜nos a un centro de educaci´on inicial, utilizando informaci´on de la Encuesta de Condiciones de Vida (ECV) 2014 y registros administrativos de la oferta en el cant´on de residencia. Los resultados indican que la edad, el estado nutricional y la etnicidad del ni˜noest´an asociadas con la probabilidad y la intensidad de la asistencia. El ingreso del hogar est´aasociado negativamente con la probabilidad de asistencia, pero positi- vamente con su intensidad, condicional a la decisi´on de asistir. El nivel de escolaridad de las madres, su estado civil, y su participaci´onen el mercado laboral, inciden sobre el margen extensivo e intensivo de utilizaci´on de los servicios educativos, particular- mente en el caso de las madres que tienen empleo formal. Los resultados sugieren que la educaci´on inicial en el Ecuador es un sustituto para las horas de cuidado materno. Ni la oferta de servicios de educaci´on inicial en el cant´on de residencia, ni la residencia en ´areas rurales son significativas, indicando que el uso de los servicios de educaci´on inicial en el Ecuador no se relacionan con factores de la oferta.
    [Show full text]
  • Journal on Education in Emergencies
    JOURNAL ON EDUCATION IN EMERGENCIES Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador Author(s): Diana Rodríguez-Gómez Source: Journal on Education in Emergencies, Vol. 5, No. 1 (December 2019), pp. 62-93 Published by: Inter-agency Network for Education in Emergencies Stable URL: http://hdl.handle.net/2451/60974 DOI: https://doi.org/10.33682/hysb-ja89 REFERENCES: This is an open-source publication. Distribution is free of charge. All credit must be given to authors as follows: Rodríguez-Gómez, Diana. 2019. “Bureaucratic Encounters and the Quest for Educational Access among Colombian Refugees in Ecuador.” Journal on Education in Emergencies 5 (1): 62-93. https://doi.org/10.33682/hysb-ja89. The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education. Copyright © 2019, Inter-agency Network for Education in Emergencies. The Journal on Education in Emergencies, published by the Inter-agency Network for Education in Emergencies (INEE), is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted. BUREAUCRATIC ENCOUNTERS AND THE QUEST FOR EDUCATIONAL ACCESS AMONG COLOMBIAN REFUGEES IN ECUADOR Diana Rodríguez-Gómez ABSTRACT Ecuador’s innovative approach to social policy and human mobility is reflected in its education policies, specifically those pertaining to access to school. Under Ecuador’s constitutional notion of universal citizenship, youth are not required to have previous academic records to enter the equivalent of K-12 education, regardless of their migratory status.
    [Show full text]
  • Contemporary Higher Education Reform in Ecuador: Implications for Faculty Recruitment, Hiring, and Retention
    SPECIAL ISSUE Higher Education in Latin America in International and Comparative Context education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 25 Number 68 July 3, 2017 ISSN 1068-2341 Contemporary Higher Education Reform in Ecuador: Implications for Faculty Recruitment, Hiring, and Retention M. Amanda Johnson College of William & Mary United States Citación: Johnson, M. A. (2017). Contemporary higher education reform in Ecuador: Implications for faculty recruitment, hiring, and retention. Education Policy Analysis Archives, 25(68). http://dx.doi.org/10.14507/epaa.25.2794 This article is part of the special issue, Higher Education in Latin America in International and Comparative Context, guest edited by Andrés Bernasconi and Sergio Celis. Abstract: Currently, there is a shortage of research on how Ecuadorian universities are coping with the contemporary reforms of higher education under the government of Correa. In 2010, La Ley Orgánica de Educación Superior (higher education law) defined the development, transparency and quality assurance of existing and new higher education institutions. This case study describes the challenges administrators have in recruiting, hiring, and retaining faculty in an environment where both fiscal and human resources are limited. The research reflects the current complexity of the higher education environment in Ecuador under contemporary reforms and creates a space for the discussion on the unique perspectives of administrators from both private and public institutions. Journal website: http://epaa.asu.edu/ojs/ Manuscript received: 30/10/2016 Facebook: /EPAAA Revisions received: 28/3/2017 Twitter: @epaa_aape Accepted: 30/3/2017 Archivos Analíticos de Políticas Educativas Vol.
    [Show full text]
  • Número Especial RICE
    Vol. 8 Año (2021) Núms. 190-212 págs. 1-344 Número Especial RICE Comunicación más allá de los medios: educomunicación, instituciones y construcción cultural 201. Televisión comunitaria y comunicación popular en Índice Número Especial tiempos actuales. Caso de estudio TV MICC Cotopaxi – Ecuador. Tania Villalva, Pablo Romero, Presentación de número especial. Patricia Villagómez. Pags. 160-175 Palmira Chavero y Paulo López-López 202. Claves para establecer una estrategia de reputación 190. La televisión educativa en Ecuador y el aprendizaje de de Gobierno. Cusot, Gustavo. Pags.176-188 valores en los niños edad escolar. María Augusta Calvopiña. Pags. 1-14 203. La televisión local y la programación como refuerzo de Identidad cultural. Kruzkaya Ordóñez, 191. Estado de derecho e educomunicación: la realidad en Ana, Isabel Rodríguez, Abel Suing. Pags.189-206 la educación para el uso de las redes sociales virtuales Alessandro Rezende y Werner Vásquez Pags. 15-25 204. Google imágenes, profesiones, género y sexualidad. Álvaro Jiménez, Eliza Vayas, Carlos Palacio, 192. El Observatorio de medios de Unemi: alcances y re- Fernando Endara. Pags.207-223 sistencias en su andadura. Gabriela Sánchez y Juan Carlos Cevallos. Pags. 26-37 205. Representación mediática de la Reserva Van der Hammen en Colombia: ¿Conflicto socioambiental o 193. Análisis de la propuesta de contenidos digitales en re- conflicto político? Ana María Lozano. Pags.224-236 des sociales de escuelas del cantón Yaguachi, Ecua- dor. Paola Ulloa, Elena Paucar, 206. Análisis del discurso de los padres de familia en torno Ana Patricia Rodríguez Pags. 38-49 al maltrato a la niñez. Viviana Suntaxi Barzallo. Pags.237-246 194.
    [Show full text]
  • 1 the Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider MIT Pablo Cevallos
    1 The Politics of Transforming Education in Ecuador: Confrontation and Continuity, 2006-17 Ben Ross Schneider MIT Pablo Cevallos Estarellas UNESCO IIEP Barbara Bruns CGD June 2017 2 Abstract. Recent governments in Ecuador – starting with Alfredo Palacio in 2006 and continuing through Rafael Correa’s three terms (2007-17) – have achieved impressive improvements in education quantity and quality. Enrollments at all levels – pre-school through high school – increased significantly, and Ecuador’s learning gains on the Latin American regional test from 2006-2013 were the largest in the region in reading and second-largest in math (after Chile). A quadrupling of annual spending on basic education (to reach five percent of GDP) supported the expansion of schooling supply as well as a doubling of teacher salaries. But equally important were major, politically sensitive, reforms of teacher policy. Over union objections and sometimes violent resistance, the Correa government implemented five key reforms, including higher standards for new recruitment, higher standards for entry into teacher training, regular evaluation of individual teacher performance, promotions based on tested competency rather than years of service, and dismissal from the civil service after multiple poor performance evaluations. Among the political advantages favoring government reformers were: strong public support grounded in a pervasive sense of education in crisis (first expressed in a national referendum), sustained presidential support, the commodity boom of the 2000s, continuity in the government reform team, and communications strategies that built popular sympathy for the government position against union efforts to block reforms. However, relatively few details about reform implementation are publicly available and there is uncertainty about its sustainability under the recently elected government of Lenín Moreno.
    [Show full text]