Validating minority cultures in public education

We discuss two examples of alternative tertiary educational spaces in Mexico’s poorest states, Unitierra in Oaxaca and CIDECI in Chiapas.Their alternative paradigm of endogenous education regenerates education from below, re-routing development according to local objectives of economic viability, dignity, and sustainability.If you’re looking for a fun, easy and safe way to meet new people, you’ve come to the right place.Join free today and start chatting to mature singles in your area.They re-envision local development using education as an enabling force to create space for a plurality of human concerns and ways of being.The discussion explores the potential of such autonomous educational niches, as well as their limitations from a rights-based perspective.Instead of opening channels for social inclusion, such programmes may serve to ‘pedagogise poverty alleviation’ (Rambla and Veger, 2009: 473).

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Abstract: This article discusses initiatives in Mexico to create alternative educational spaces.

Following the 1994 Zapatista rebellion, subaltern social actors rejected mainstream education, seeing it as a failed means for imposing homogenisation, statism, and neoliberalism.

Rizvi and Lingard argue that neoliberal globalisation has a dual effect: reducing ‘some aspects of structurally imposed impediments to social equality’, but simultaneously reinforcing or even deepening social hierarchies (2010: 140).

Given this duality, increased formal access to schooling may not translate into equitable outcomes.

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