• Summary
  • Contents
  • Subject index

Educational Theories and Practices from the Majority World draws attention to ethnocentrism in educational research and practice. Whether it is educational theory, research or educational practices, most of the discourse is strongly marked by one single model, Western, so-called “modern” schooling. Scientific knowledge about education is typically seen as Western, and non-Western contexts are made subject to Western paradigms of inquiry.

This book counters this Western ethnocentrism and suggests some means to fight it. The Western perspective stems from a minority and it does not represent the majority of the world population that is situated outside of Europe and North-America. For millennia, various forms of educational theory and practices have been developed all over the world, and these are still in existence even though they may be ignored and despised by mainstream educational science. What does this wealth of educational forms have to offer in terms of innovative ideas? Could some of these be used to improve the quality and the appropriateness of modern schooling everywhere in the world?

The book contains contributions by authors from Africa, Asia, Europe, North America, Oceania, and South America. Several of them usually write in French or in Spanish, which will permit access to theories and research not always covered in English.

Issues and Challenges for Intercultural and Bilingual Education (IBE) in Latin America1
Issues and challenges for intercultural and bilingual education (IBE) in Latin America
AnahyGajardo, GiovannaCarrarini, JoséMarín, and Pierre R.Dasen

While the indigenous peoples of the world live in different environments and practice a great variety of languages and cultures, they do share nonetheless a common history of domination, exclusion, and subordination. In the field of education, this has led to the denial of cultural and linguistic diversity. In the past few decades, however, the education systems for indigenous peoples have changed considerably, and gradually, some programmes attempting to consider their languages and cultures have been developed.

In Latin America, it is only relatively recently that the ethnocentric methods used to teach indigenous peoples have been challenged, and ...

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