TY  - UNPB
N1  - Thesis: (PhD) University of London Institute of Education, 2012.
AV  - public
Y1  - 2012///
EP  - 334
TI  - Teacher negotiation of intercultural education policy in rural Mexico :the implications for educational equity
A1  - Duncan, Sharon
M1  - Doctoral
UR  - http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.549544
PB  - Institute of Education, University of London
N2  - This thesis explores the challenges and tensions facing an intercultural education programme,
Modalidad Educativa Intercultural para la Poblacion Infantil Migrante, MEIPIM
(Intercultural Educational Programme for Child Migrants), designed to meet the learning
requirements of agricultural migrant child workers in Mexico. Working voluntarily on the
programme, ethnographic research was carried out on both the teacher training component
and the classroom-based implementation of MEIPIM. The teachers at the centre of the study
are mainly from rural areas in Veracruz, Mexico, and the students are the child labourers of
seasonal migrant agricultural workers.
The thesis is shaped by a central consideration to explore how teacher negotiation of 'top
down' generic intercultural education development policy might function as a local practice to
promote or inhibit educational equity. Teacher subjectivity and identity formation processes
are fundamental to this exploration.
Analysis of the empirical evidence suggests that the cultural politics of global intercultural
education policy appear to generate pedagogic practices to address cultural rather than socioeconomic
injustice. The data also suggest that teacher negotiation of MEIPIM's cultural
affirmation strategies is mediated by wider discriminatory nationalist and ethnic ideologies.
As a result, teacher negotiation of MEIPIM's intercultural aims appears to reinforce, rather
than democratise prevailing discriminatory and racist social relations
Applying Bernstein's analytical distinctions for competence and performance pedagogic
modes, the empirical findings also suggest that MEIPIM's intercultural policy is shaped by a
contradictory pedagogic device which determines an unproductive form of 'strategy teaching'
that undermines the programme's cognitive aims. As a result, this study not only demonstrates
how the mediation of the global by the local rearticulates policy aims to generate unintended
policy outcomes, but also suggest that global/local mediation is shaped by a global, rather
than a local, deficit position.
ID  - discovery10019998
ER  -