CfP: Special Issue “Education and Socio-environmental Justice in the Pluriverse”

Editors: Paola Minoia, University of Helsinki/Università di Torino & José Castro-Sotomayor, California State University Channel Islands

Expressions of interest in contributing a paper to this special issue for the journal Globalizations are invited in the form of a working title and 600-word abstract of your proposed paper by 10 September 2020, to be submitted by e-mail to: paola.minoia@helsinki.fi and jcs@csuci.edu.

Abstracts should include paper title, authorship, author affiliation(s) and contact information (including the email addresses of all authors) and keywords (maximum six). Full papers will be invited following a review of submitted abstracts. Authors will be notified of the outcome no later than 30 September 2020. 

The deadline for the submission of full papers will be 30 January 2021. All submissions will be subject to the journal’s normal high standards of peer review. All accepted papers will be published online without delay, with print publication of the special issue to follow.

A lack of involvement of indigenous and other alternative forms of knowledges persists in most national education plans, confining the notion of quality of education within the western ideology of modernization. The comprehensive development project manifested in the Sustainable Development Goals (SDGs) proposes through the SDG4 an overall engagement on “quality education for all.” The SGD4 endeavors to support social justice by promoting equal access to education for the most deprived groups; however, it does not acknowledge ontological and epistemic diversity around the world and the need to support alternative ways to learn and produce knowledge. Neither does SDG4 contain any reference to the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) adopted in 2007, although the role of education to achieve social and environmental justice is not new. At the institutional and international level, the debate around education has become central in the post-2015 development agenda (McCowan, 2016), drawing attention to education institutions such as intercultural universities. Therefore, the implementation of the UNDRIP in consonant with SGD4 goals particularly regarding education needs more scrutiny. Continue reading “CfP: Special Issue “Education and Socio-environmental Justice in the Pluriverse””

The pandemic and the right to inclusive education: identifying participatory design interventions against structural marginality and infrastructural weaknesses

Text and graphics: Nathaly Pinto

The current health emergency – Coronavirus COVID-19 – has affected particularly vulnerable populations such as the Amazonian indigenous peoples. This health emergency has deepened inequalities and adverse socioeconomic conditions, and further hindered access to higher education for Amazonian students, and suspended the enforcement of intercultural education programmes.

In the Amazon region, various structural problems have caused social and educational isolation, such as territorial remoteness, irregular connectivity, poor distribution of goods and services, and low access to computer devices and the Internet. These issues have caused serious impacts on student well-being and education, despite the great efforts of the staff of the Universidad Estatal Amazonica (Amazon State University; UEA, in Spanish).

It is therefore crucial to assess and monitor the effects of the pandemic on students’ conditions and accessibility to education, and to support the university responses to the emergency.

For this purpose, participatory research involving students and the university community, through a methodology supported by creative experiments, critical discussion, and transdisciplinary collaboration, can articulate an approach that encourages representation and involvement, while being sensitive to marginalized contexts in times of crisis. Continue reading “The pandemic and the right to inclusive education: identifying participatory design interventions against structural marginality and infrastructural weaknesses”

Pandemia y derechos de inclusión educativa: Intervenciones de diseño participativo frente a la marginalidad estructural y debilidades infraestructurales

Texto y gráficos: Nathaly Pinto

La emergencia de salud actual —Corona virus COVID-19, afecta con especial fuerza a poblaciones vulnerables como los pueblos indígenas amazónicos, profundizando desigualdades y condiciones socioeconómicas adversas, que dificultan aún más el acceso a la educación superior de estudiantes amazónicos, y el desarrollo de la educación intercultural.

En la Amazonía el aislamiento territorial, irregularidad de la conectividad en la región, la pobreza que afecta la consecusión dispositivos e internet, y la falta de entrada general a bienes y servicios de la sociedad, impactan en el bienestar estudiantil y el acceso a la educación, a pesar de los grandes esfuerzos de la comunidad de la Universidad Estatal Amazónica (UEA).

Evaluar y dar seguimiento al efecto de la pandemia en el acceso a la educación y la condición de los estudiantes, y apoyar las respuestas universitarias a la emergencia es crucial.

Para esto, desarrollar una investigación participativa con los estudiantes y la comunidad universitaria, a través de una metodología respaldada en experimentos creativos, discusión crítica y colaboración transdisciplinaria, puede articular un enfoque que fomenta la representación y la participación, mientras es sensible a los contextos marginados en tiempos de crisis. Continue reading “Pandemia y derechos de inclusión educativa: Intervenciones de diseño participativo frente a la marginalidad estructural y debilidades infraestructurales”

Exclusive distances: intercultural bilingual education during the COVID-19 pandemic in Ecuadorian Amazonia

Text by Johanna Hohenthal, Katy Machoa and Tuija Veintie

[Haz clic aquí para version en español]

In March 2020, due to the health crisis caused by COVID-19, classes were suspended in all educational units in Ecuador. In general, a prolonged suspension of classes has long-term consequences, particularly for marginalized and low-income groups (Giannini 2020). Therefore, we considered important to monitor the situation in intercultural bilingual schools during the pandemic. Due to the conditions of physical distancing, the research team has been unable to visit schools in the Amazonian region. Instead, we conducted telephone interviews with the principals of the educational units between 11 May and 3 June. We managed to contact 9 of the 14 schools in the Pastaza province that we had visited earlier during the research project. These schools represent approximately half of the intercultural bilingual schools that have a high school level program in Pastaza (AMIE, school year 2018-2019).

Figure 1. Proportion of students attending virtual education in the intercultural bilingual schools in Pastaza according to the estimation of the school principals

The interviews revealed several difficulties in implementing intercultural bilingual education in the Amazonian region during the health emergency. Most school principals and teachers try to work from home but many of them lack the computer and internet connection that are necessary for teleworking and organizing virtual teaching. Similarly, most students do not have the possibility to attend virtual education (Figure 1). However, the third year high school students have somewhat better access to the internet than the other students. One of the principals estimates that in their educational unit up to 70% of the third year high school students participate in virtual education to a certain degree. This is a positive thing, because it is important for the third year students to finish their studies to proceed to higher education or working life. However, for the vast majority of high school students the only option to continue their studies is to use the printed didactic guides. Continue reading “Exclusive distances: intercultural bilingual education during the COVID-19 pandemic in Ecuadorian Amazonia”

Distancias excluyentes: educación intercultural bilingüe durante la pandemia COVID-19 en la Amazonía ecuatoriana

Redacción: Johanna Hohenthal, Katy Machoa y Tuija Veintie

[Click here for English version]

En marzo 2020, ante la crisis sanitaria por COVID-19, se suspendieron las clases en todos los establecimientos educativos en el Ecuador. En general, una prolongada suspensión de clases tiene consecuencias de largo plazo en particular para las personas marginalizadas y con bajos recursos económicos (Giannini 2020). Por lo tanto, consideramos importante monitorear la situación de la educación en Unidades Educativas Interculturales Bilingües (UEIB) en el contexto de la pandemia. Debido a la crisis sanitaria, el equipo de investigación no ha podido visitar las UEIB en la región amazónica, pero realizamos entrevistas telefónicas a los rectores y rectoras de las unidades educativas entre 11 de mayo y 3 de junio. Logramos contactar a 9 de las 14 UEIB en la provincia de Pastaza que habíamos visitado antes durante el proyecto de investigación. Estas unidades representan aproximadamente la mitad de las UEIB que cuentan con programa de estudios en nivel de bachillerato en Pastaza (AMIE, año lectivo 2018-2019).

Figura 1. Proporción de estudiantes asistiendo a la educación virtual en las UEIB según la estimación de los rectores

Las entrevistas revelaron varias dificultades para implementar educación intercultural bilingüe en la región amazónica durante la emergencia sanitaria. La mayoría de los rectores y docentes de los UEIB tratan de trabajar en la modalidad de teletrabajo desde la casa. No obstante, un gran número de docentes no cuentan con condiciones necesarias para realizar teletrabajo o facilitar educación virtual desde su hogar por falta de computadoras y conexión a internet. De igual manera, la mayoría de estudiantes no tiene posibilidad de asistir a la educación virtual (figura 1). Sin embargo, entre los estudiantes del 3º de bachillerato hay más conectividad, y uno de los rectores estima que en su unidad educativa hasta 70% de los estudiantes del 3º bachillerato acceden educación virtual en cierto grado. Esto es algo positivo, porque es importante que los estudiantes de tercer año terminen sus estudios para continuar con la educación superior o la vida laboral. No obstante, para la gran mayoría de los estudiantes de bachillerato su única opción de continuar con los estudios son las guías didácticas en ausencia de la posibilidad de educación virtual. Continue reading “Distancias excluyentes: educación intercultural bilingüe durante la pandemia COVID-19 en la Amazonía ecuatoriana”