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Proquest Dissertations NOTE TO USERS This reproduction is the best copy available. UMI' CULTURAL DIVERSITY, MULTICULTURALISM AND NEW PARADIGMS IN PUBLIC EDUCATION IN COLOMBIA William Garcfa-Bravo A Thesis in the Humanities Program Presented in Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy at Concordia University Montreal, Quebec, Canada September, 2009 © William Garcia, 2009 Library and Archives Bibliotheque et 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington OttawaONK1A0N4 OttawaONK1A0N4 Canada Canada Your die Votre reference ISBN: 978-0-494-63435-6 Our file Notre r6f6rence ISBN: 978-0-494-63435-6 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives 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'Internet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non­ support microforme, papier, electronique et/ou commercial purposes, in microform, 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 this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission. In compliance with the Canadian Conformement a la loi canadienne sur la Privacy Act some supporting forms protection de la vie privee, quelques may have been removed from this formulaires secondaires ont ete enleves de thesis. cette these. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. 14-1 Canada Signature Page will be inserted by the Thesis Office. 11 ABSTRACT Cultural Diversity, Multiculturalism and New Paradigms in Public Education in Colombia William Garcia, Ph.D. Concordia University, 2009. An interdisciplinary theoretical framework drawing from political science, sociology, anthropology, education and social psychology, is the approach used to examine the social context in which educational policies are decided in Colombia. Chapter 1 introduces the approach of Hermeneutical Deconstructive Interpretation, a relatively new tradition of inquiry, taking into account the human agency of the researcher in reading a text. Therefore, this dissertation reflects a certain level of subjectivity, metalanguage, power of representation of official texts and human agency of the author. Chapter 2 examines the historical context of Colombian legislation, in relation to other Latin American countries, with their ethnic and native centered tendencies to interpret cultural diversity, gradually moving away from intercultural paradigms towards multiculturalism, in the public education sector. Chapter 3 is devoted to a close reading of the 1991 Colombian Constitution as well as related texts in order to describe the situation in Colombia related to cultural diversity issues and their manifestation in educational policy making. Chapter 4 examines and critiques the current situation in the public education system in Colombia from several angles, in particular the negative effect of an intercultural approach, which is dysfunctional in the attempts of Colombians to build a unified vision for the country, where all groups are well represented in the State structure on an equal basis, and individual rights are respected. Chapter 5 aims to encourage the opening of a new era of deliberations at the societal level about the potential of a multicultural approach as found in the work of two Canadian authors, Will Kymlicka and Charles Taylor, thus meeting the goal of this thesis to offer a multicultural perspective in enriching the current interpretative framework of cultural diversity as applied to the case of Colombia. Throughout the dissertation, it is noted that the Colombian Constitution of 1991 can be read as opening spaces to encourage Colombian academics, practitioners and policy makers to move towards a multicultural framework for institutional renewal, including education policy, structures and curricula. The absence and paucity of research and publications in this respect is noted with regret. in ACKNOWLEDGEMENTS Writing this thesis has really been a rewarding experience for my intellectual, academic and social life besides helping me to gain a deeper understanding of myself. Firstly, Concordia and Montreal deeply touched me and have been instrumental in helping me achieve this goal of completing my doctoral studies. Secondly, many people in Colombia, The University of Cauca and some overseas friends made their own contributions in enabling me in my studies. I am grateful to all of them in general, and with their kind permission, I would like to acknowledge some of them. I wholeheartedly thank: - Professor Arpi Hamalian of the Education Department at Concordia University, acting as my principal adviser, she had always her own way to show me a path for finding my own way and my own answers during these years of study - Professors Reeta Tremblay, Miranda D'Amico and Ayaz Naseem who acted as members of my advisory committee always with much understanding and willingness - My classmates from the Fall-2000 cohort, Candis, Yves, Owen, Lana and many others for raising such interesting and challenging questions during seminar discussions that really contributed to open diverse pathways towards better understanding of the matter at hand - Professors Andrew Wayne, Minoo Derayeh and Neil Gerlach, academic staff at Concordia University, who came with very challenging and interesting class sessions during my studies - Adriana Rico, Secretary of the Program between 2000-2006, who never gave me a chance to find an administrative excuse to abort my studies; same as, Dr. IV Catherine Russell as my professor and Program Director who was truly demanding with all the formal procedures as well as being an open-minded person who would always listen carefully and help when needed. The staff of the International Student Office (Pat and Claudette), they were always very professional in helping me with so many awkward situations I encountered during my study years - Mariat, Francois, Pedro & Teresa, Omar, Giovanni & Sara and Horacio in Colombia; Gaspar in Spain as well as Martha, Nancy, Ana, and Anna in Montreal. I feel so lucky for always being surrounded by such good friends - The academic staff of Cauca University in Colombia. As a Titular Professor in the Biology Department of the Natural Science and Education Faculty, I was strongly supported in order to dedicate my efforts to my studies. - The academic and administrative staff of GEIM {Grupo de estudios en education indfgena y multicultural) at The University of Cauca. - Each and every member of my dear family. V To my beloved beings Those who are gone and those who still remain...my grandparents Arquimedes Bravo & Maria Virgelina Garcia Jose Ochoa & Rosa Garcia VI TABLE OF CONTENTS Page LIST OF TABLES ix LIST OF CHARTS x INTRODUCTION 1 CHAPTER ONE METHODOLOGY AND SOURCES CHAPTER 2 29 HISTORICAL, SOCIAL AND POLITICAL CONTEXT OF EDUCATION FOR CULTURAL DIVERSITY IN COLOMBIA 2.1 Cultural Recognition and Public Education in the Context of Latin American Countries, a Historical Approach 30 2.2 Colombian Distinctiveness in the Latin American Movement for Recognition of Culturally-Segregated-School-Based Education 39 2.3 Intercultural/Interculturality, Getting on the Stage in the Latin American and the Colombian Scenario 46 CHAPTER 3 55 PUBLIC POLICY, LEGISLATION AND INSTITUTIONS ON ETHNO- EDUCATION IN COLOMBIA 3.1 The Role of the Juridical-Legal View of Culture in Public Education in Colombia 57 3.2 The Role of Culture in Colombian Public Education from a Political Standpoint 70 VII 3.3 The Role of Culture in Colombian Public Education from an Institutional and Academic Standpoint 81 CHAPTER 4 92 CRITICAL REVISION OF ETHNO-EDUCATION MODEL IN COLOMBIA 4.1 Models and Educational Approaches that Serve Ethnic Diversity in Colombia 92 4.2 Problems that Arise in the Context of Colombia's Public Policy of Ethno-Education 95 4.3 Ethno-Education Under Multicultural Categories 117 CHAPTER 5 126 PHILOSOPHICAL AND THEORETICAL FRAMEWORK OF INTERCULTURALITY VS MULTICULTURALISM APPLIED TO THE COLOMBIAN CONTEXT 5.1 Race, Ethnic and Intergroup Relations in Colombia 127 5.2 Interculturality and Multiculturalism As Interpretative Frameworks to Understand Ethnic Relations in Colombia 138 5.3 Ideas for moving towards a New Interpretative -Hybrid Model for Ethnic, Race and Intergroup Relations in Colombia 155 BIBLIOGRAPHY 170 GLOSSARY OF ABREVIATIONS 177 Vlll LIST OF TABLES Page Table 1 58 Legal Developments that Protect the Cultural Diversity of Colombia Table 2 71 National Development Plans (PND) After the 1991 Constitution in Colombia IX LIST OF CHARTS Page Chart 1 145 Cultural Control Sectors in the Ethno-development Proposal Chart
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