Identity Construction and Expectations of Indigenous University Students
This paper explores identity construction in students from the Universidad Veracruzana as subjects who self-identify as indigenous in a specific historical context – post-indigenism – and the expectations that this generates in the context of their higher education. This study was performed as part...
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2018 |
| País: | México |
| Recursos: | Universidad Autónoma de Baja California Sur |
| Repositório: | Repositorio Institucional de la UABCS |
| Idioma: | espanhol |
| OAI Identifier: | oai:repositorioinstitucional.uabc.mx:20.500.12930/6243 |
| Acesso em linha: | https://redie.uabc.mx/index.php/redie/article/view/1169 https://hdl.handle.net/20.500.12930/6243 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Cultural diversity educational policy intercultural education. Diversidad cultural política educativa educación intercultural. |
| Resumo: | This paper explores identity construction in students from the Universidad Veracruzana as subjects who self-identify as indigenous in a specific historical context – post-indigenism – and the expectations that this generates in the context of their higher education. This study was performed as part of a participatory diagnosis that listens to the voices of students who self-identify as indigenous with respect to their university experience and the design of an institutional, intercultural support service for indigenous students in line with their requests and needs. At an institutional level, a need was expressed to challenge the idea of using compensation as the basis for programs in order to overcome an academic deficit in students. It was necessary to rethink, within the institution, the way we view and act with regard to students, based on their own voices and experiences, in the design and implementation of a non-compensatory program. |
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