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Event Details: International & Transcultural Studies Workshop

Description:

Time: 12-1:30pm, Tuesday, February 25th, 2014

Location: 547 Grace Dodge


Katy De La Garza, EdD Candidate Pedagogical Mentorship and Rural and Indigenous Education: Perspectives from Guatemalan Teachers

Nicolas Stahelin, EdD Candidate
States of Resistance: Public Schooling, Social Justice, and Critical Environmental Education in Rio de Janeiro Twenty Years after Eco ‘92


Future ITS Workshop Meetings: 12-1:30pm, Thursday, March 27, 2014 12-1:30pm, Tuesday, April 15, 2014


ITS Workshop Co-Organizers:

Oren Pizmony-Levy (op2183@tc.columbia.edu) & Garnett Russell (sgr2124@tc.columbia.edu)


Pedagogical Mentorship and Rural and Indigenous Education: Perspectives from Guatemalan Teachers

Katy De La Garza

ABSTRACT
People living in rural areas continue to represent half of the world's population and most of the

world’s very poor; hold the poorest educational achievement indicators; and have the least trained teachers. This is particularly so for rural, poor and indigenous populations showing how schools tend to continue privileging the urban and dominant cultural and socioeconomic groups. Moreover, global education movements such as Education for All (EFA) and the Millennium Development Goals (MDGs), together with the historic shift to urbanization, have aided in the development of similar urban-biased policies, school curriculums, education standards, and teacher trainings that are often non-site-specific, insensitive to context and that do not differentiate between urban and rural settings. Using a case from Guatemala this research advances policy knowledge on rural and indigenous teacher professionalization. The case study analyzes "pedagogical mentorship", an in-service teacher training effort aimed at enhancing education quality and relevance by taking into account the rural context, cultural realities and fomenting intercultural bilingual education. The research examines rural teachers’ experiences with pedagogical mentorship and sheds light on this policy’s potential to increase education quality in rural and indigenous classrooms.

States of Resistance: Public Schooling, Social Justice, and Critical Environmental Education in Rio de Janeiro Twenty Years after Eco ‘92

Nicolas Stahelin

ABSTRACT
As the UN Decade of Education for Sustainable Development (ESD) comes to a close (2005-

2014), the comparative literature on national and subnational ESD policies and practices is scarce and rarely delves into the conflictive cultural politics of sustainability. My research examines the contested state of ESD in Brazil, where rejection of the global sustainable development paradigm is common within the academic and professional fields of environmental education (EE). Using qualitative research methods in a vertical case study anchored in the state of Rio de Janeiro, I seek to understand how the educational imperative of sustainability has been interpreted and acted upon by the Brazilian public education sector at the local, state, and national levels in contrast to the policy framework propagated by UNESCO. Putting into question the global convergence of education and sustainable development, my data shows that Brazilian EE resists the global ESD policy script. However, EE policy implementation within Brazil is also fractured along ideological lines, rendering the notion of a national EE identity unstable. In Rio de Janeiro, the conflictive cultural politics of sustainability played out in public schooling thus reveal a splintered state, where alternative projects of social transformation that resist dominant paradigms are mobilized simultaneously.

ITS Workshop Co-Organizers:

Oren Pizmony-Levy (op2183@tc.columbia.edu) & Garnett Russell (sgr2124@tc.columbia.edu)

Type: Classes & Workshops

Location: 547 Grace Dodge Hall

Date & Time: 2/25/2014, 12:00 PM - 1:30 PM

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