Sociolinguistic Reflexivity of Students of Ethnolinguistic Origin and Institutional Actors in Public Higher Education: Information, Assessment and Regulation of Education, Language and Culture.
Author: CRUZ IGNACIO, GABRIEL , GAELTH007@gmail.com
Department: CIENCIAS SOCIALES Y HUMANIDADES LÍNEA DE LINGÜÍSTICA
University: UNIVERSIDAD AUTÓNOMA METROPOLITANA UNIDAD IZTAPALAPA, Mexico
Supervisor: DR. HÉCTOR AMADOR MUÑOZ CRUZ
Year of completion: 2013
Language of dissertation: ESPAÑOL
, HIGHER EDUCATION
, INDIGENOUS STUDENTS
, INTERCULTURAL EDUCATIONAL DEVE
Areas of Research:
, Language and Society
, Racism, Nationalism and Ethnic Relations
In this article we present the results of an investigation into reflexive discourses of Indigenous students and other actors of two public universities of traditional stamp of the state of Oaxaca, Mexico. In a stage where discourse and actions promoted by the Mexican government have favored the design and operation of cross-cultural institutions as well as specific programs or projects in selected universities, the various actors perceive that the recognition of linguistic and cultural diversity and the development of the intercultural education, are in a phase of initial development. Based on review on the topic, from analysis of autobiographical narratives and interviews of indigenous students, academics and administrators, since the perspective of the sociolinguistics reflexivity, we present some of the beliefs and formats about academic and cultural management, ethical principles and most significant values of coexistence and the cultural strategies of change identified it by these actors. We can conclude that there are efforts to address and remedy the inequalities and inequities experienced by indigenous students, however, the principles and philosophy of "interculturality for all", are away from the development of intercultural education that is proclaimed in the country.