421
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Rural indigenous students in Peruvian Urban higher education: interweaving ecological systems of coloniality, community, barriers, and opportunities

ORCID Icon & ORCID Icon

References

  • Abson, D. J., Fischer, J., Leventon, J., Newig, J., Schomerus, T., Vilsmaier, U., … Lang, D. J. (2017). Leverage points for sustainability transformation. Ambio, 46(1), 30–39. https://doi.org/https://doi.org/10.1007/s13280-016-0800-y
  • Alcalde, M. C. (2014). La mujer en la violencia: Género, pobreza, y resistencia en el Perú. Instituto de Estudios Peruanos and Fondo Editorial de la Pontificia Universidad Católica del Perú.
  • Alcalde, M. C. (2020). Coloniality, belonging, and indigeneity in Peruvian migration narratives. Latin American and Caribbean Ethnic Studies.
  • Alcazar Valdivia, L. (2019). Las brechas que perduran: Una radiografía de la exclusion social en Perú. GRADE.
  • Ames, P. (2019). Policies of inclusion in higher education: The Indigenous students of the Beca 18 program in Peruvian private universities. Paper presented at the American educational research association annual meeting. Toronto, Ontario.
  • Babb, F. E. (2020). “The real indigenous are higher up”: Locating race and gender in Andean Peru. Latin American and Caribbean Ethnic Studies,1–22.
  • Ball, J., & Janyst, P. (2008). Enacting research ethics in partnerships with Indigenous communities in Canada: “Do it in a good way.” Journal of Empirical Research on Human Research Ethics, 3(2), 33–51. https://doi.org/https://doi.org/10.1525/jer.2008.3.2.33
  • Bang, M. E. (2009). Understanding students’ epistemologies: Examining practice and meaning in community contexts [PhD Dissertation]. Northwestern University.
  • Benavides, H. O. (2015). Heritage and the politics of cultural obliteration: The case of the Andes. In W. Logan, M. N. Craith, & U. Kockel (Eds.), A companion to heritage studies (pp. 295–306). John Wiley & Sons Inc.
  • Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Six theories of child development: Revised formulations and current issues (pp. 187–249). Jessica Kingsley Publishers.
  • Buss, J. J., & Genetin-Pilawa, C. J. (Eds.). (2014). Beyond two worlds: Critical conversations on language and power in Native North America. SUNY Press.
  • Castagno, A. E., & Brayboy, B. M. J. (2008). Culturally responsive schooling for indigenous youth: A review of the literature. Review of Educational Research, 78(4), 941–993. https://doi.org/https://doi.org/10.3102/0034654308323036
  • Castro, J. F., & Yamada, G. (2012). “Convexification” and “deconvexification” of the Peruvian wage profile: A tale of declining education quality. Universidad del Pacifico Repositorio Institucional.
  • Cortina, R. (Ed.). (2013). The education of indigenous citizens in Latin America (Vol. 95). Multilingual Matters.
  • Cuenca, R. (2014). La educación superior en el Perú: Expansión, calidad e inclusión. In J. J. Brunner & C. Villalobos (Eds.), Políticas de educación superior en Iberoamérica (pp. 2009–2013). Universidad Diego Portales.
  • Cuenca, R. (2015). Entre la democratización del acceso y la precarización del servicio. La masificación universitaria en el Perú. Una introducción. In I. R. Cuenca (Ed.), La educación universitaria en el Perú: Democracia, expansión y desigualdades (pp. 9–17). IEP.
  • De la Cadena, M. (2000). Indigenous mestizos: The politics of race and culture in cuzco, peru, 19191991. Duke University Press.
  • Drywater-Whitekiller, V. (2010). Cultural resilience: Voices of Native American students in college retention. The Canadian Journal of Native Studies, 30(1), 1–19.
  • Dunbar-Ortiz, R. (2014). An Indigenous peoples’ history of the United States. Beacon Press.
  • Dwyer, S. C., & Buckle, J. L. (2009). The space between: On being an insider-outsider in qualitative research. International Journal of Qualitative Methods, 8(1), 54–63. https://doi.org/https://doi.org/10.1177/160940690900800105
  • Espinoza Soriano, W. (2011). Los Incas: Economia sociedad y estado en la era del Tahuantinsuyo (Tercera Edición ed.). Amaru Editores.
  • Estadística de la Calidad Educativa (ESCALE) (2019). Tendencias: 20162019. Ministerio de Educación. http://escale.minedu.gob.pe/ueetendencias2016
  • Fernandez-Osco, M. (2009). El ayllu y la reconstitución del pensamiento Aymara [Dissertation]. Duke University. https://dukespace.lib.duke.edu/dspace/handle/10161/1645.
  • Freire, P. (1970). Pedagogy of the oppressed (M. B. Ramos, Trans.). Continuum.
  • Gálvez, L. M., & Gavilán, Y. C. (2016). Representación discursiva de la cultura Andina en los textos escolares de comunicación de educación secundaria. Paper presented at the annual meeting of the sociedad de investigación educativa peruana. Ayacucho, Peru.
  • García, M. E. (2005). Making indigenous citizens: Identities, education, and multicultural development in Peru. Stanford University Press.
  • Garrett, M. W. (1995). Between two worlds: Cultural discontinuity in the dropout of Native American youth. The School Counselor, 42(3), 186–195.
  • Guerrero, G., Rojas, V., Cueto, S., Vargas, J., & Leandro, S. (2019). Implementación de programas de inclusión social en territorios con población vulnerable. ¿Cómo está cambiando Beca 18 la vida de los y las jóvenes del valle de los ríos Apurímac, Ene y Mantaro (VRAEM)? Documento de Investigación, 96. GRADE.
  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59–71). National Association of School Psychologists.
  • Henze, R. C., & Vanett, L. (1993). To walk in two worlds—or more? Challenging a common metaphor of Native education. Anthropology & Education Quarterly, 24(2), 116–134. https://doi.org/https://doi.org/10.1525/aeq.1993.24.2.05x1117y
  • Hornberger, N. H. (2000). Bilingual education policy and practice in the Andes: Ideological paradox and intercultural possibility. Anthropology & Education Quarterly, 31(2), 173–201. https://doi.org/https://doi.org/10.1525/aeq.2000.31.2.173
  • Instituto Nacional de Estadtistica e Informatica [INEI]. (2019). El 63,2% de las mujeres fueron víctimas de violencia psicológica, física y/o sexual, alguna vez por el esposo o compañero. INEI. https://www.inei.gob.pe/prensa/noticias/el-682-de-las-mujeres-fueron-victimas-de-violencia-psicologica-fisica-yo-sexual-alguna-vez-por-el-esposo-o-companero-9772/.
  • International Fund for Agricultural Development (IFAD). (2013). Enabling poor rural people to overcome poverty in Peru. https://www.ifad.org/documents/38714170/39972349/Enabling+poor+rural+people+to+overcome+poverty+in+Peru_e.pdf/bd91abe9-491c-4074-b91a-a1b0797a1437
  • Johnson, K. M. (2020). Hotdog as metaphor: (Co)Developing stories of learning through photo-cued interviewing. Teachers College Record, 122(9), 1–38.
  • Johnson, K. M., & Levitan, J. (2020). Identity, culture, and iterative curriculum development: Collaborating with girls from indigenous communities to improve education. International Journal of Student Voice, 7, 1–30.
  • Johnson, K. M., & Levitan, J. (2021). Exploring the identities and experiences of rural first-generation Indigenous students using photo-cued interviewing. In SAGE Research Methods Cases.
  • Kvietok Dueñas, F. J. (2019). Youth bilingualism, identity and Quechua language planning and policy in the urban Peruvian Andes. [Doctoral dissertation, University of Pennsylvania].
  • Leinaweaver, J. B. (2008). Improving oneself: Young people getting ahead in the Peruvian Andes. Latin American Perspectives, 35(4), 60–78. https://doi.org/https://doi.org/10.1177/0094582X08318979
  • Levitan, J., & Post, D. (2017). Indigenous student outcomes and education policies in Peru and Ecuador. In R. Cortina (Ed.), Indigenous education policy, equity, and intercultural understanding in Latin America (pp. 27–50). Palgrave Macmillan.
  • Levitan, J. (2018). The danger of a single theory: Understanding students’ voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1–36.
  • Levitan, J. (2019). Ethical relationship building in action research: Getting out of Western norms to foster equitable collaboration. The Canadian Journal of Action Research, 20(1), 10–29.
  • Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally-grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195–230. https://doi.org/https://doi.org/10.1086/706921
  • Mato, D. (2011). Forms of intercultural collaboration between institutions of higher education and indigenous and Afro-descendant peoples in Latin America. Postcolonial Studies, 14(3), 331–346. https://doi.org/https://doi.org/10.1080/13688790.2011.613104
  • McCarty, T. L., & Nicholas, S. E. (2014). Reclaiming Indigenous languages: A reconsideration of the roles and responsibilities of schools. Review of Research in Education, 38(1), 106–136. https://doi.org/https://doi.org/10.3102/0091732X13507894
  • Mignolo, W. (2017). Coloniality is far from over, and so must be decoloniality. Afterall: A Journal of Art, Context, and Enquiry, 43(1), 38–45. https://doi.org/https://doi.org/10.1086/692552
  • Minthorn, R. S., & Marsh, T. E. (2016). Centering Indigenous college student voices and perspectives through photovoice and photo-elicitation. Contemporary Educational Psychology, 47, 4–10. (Indigenous Issues in Education and Research: Looking Forward). https://doi.org/https://doi.org/10.1016/j.cedpsych.2016.04.010
  • Mitra, D. (2007). Student voice in school reform: From listening to leadership. In D. Thiessen & A. Cook-Sather (Eds.), International handbook of student experience in elementary and secondary school (pp. 727–744). Springer.
  • Nandy, A. (2000). Recovery of Indigenous knowledge and dissenting futures of the university. In S. Inayatullah & J. Gidley (Eds.), The university in transformation: Global perspectives and the future of the university (pp. 115–123). Bergin & Garvey.
  • Olson, M. M., & Raffanti, M. A. (2006). Leverage points, paradigms, and grounded action: Intervening in educational systems. World Futures, 62(7), 533–541. https://doi.org/https://doi.org/10.1080/02604020600912897
  • Pajuelo, R. (2014). Expresiones organizativas de la presencia indígena en América Latina. Chirapaq.
  • Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
  • Post, D. (2018). Children's work, schooling, and welfare in Latin America. Routledge
  • Penehira, M., Green, A., Smith, L. T., & Aspin, C. (2014). Mäori and Indigenous views on R and R: Resistance and resilience. MAI Journal, 3(2), 96–110.
  • Quijano, A. (2000). Coloniality of power and Eurocentrism in Latin America. International Sociology, 15(2), 215–232. https://doi.org/https://doi.org/10.1177/0268580900015002005
  • Quijano, A. (2015). “ Bien Vivir”: Entre el “desarrollo” y la Des/Colonialidad del poder. Horizontes Sociológicos, 1, 25–38.
  • Reissman, C. K. (2005). Narrative, memory, and everyday life. University of Huddersfield.
  • Snow, K. C., Hays, D. G., Caliwagan, G., Ford, D. J., Jr, Mariotti, D., Mwendwa, J. M., & Scott, W. E. (2016). Guiding principles for indigenous research practices. Action Research, 14(4), 357–375. https://doi.org/https://doi.org/10.1177/1476750315622542
  • Steele, D. (2018). Higher education and urban migration for community resilience: Indigenous Amazonian youth promoting place‐based livelihoods and identities in Peru. Anthropology & Education Quarterly, 49(1), 89–105. https://doi.org/https://doi.org/10.1111/aeq.12233
  • Stein, S., Andreotti, V., Hunt, D., & Ahenakew, C. (2021). Complexities and challenges of decolonizing higher education: Lessons from Canada. In S. H. Kumalo (Ed.), Decolonisation as democratisation: Global insights into the South Africa experience. UKZN Press.
  • Sumida Huaman, E. A. (2013). Conversations on indigenous education, progress, and social justice in Peru (conversaciones sobre educación Indígena, progreso, y justiciar social en el Perú). International Journal of Multicultural Education, 15(3), 10–25. https://doi.org/https://doi.org/10.18251/ijme.v15i3.702
  • Sumida Huaman, E. A. (2015). Indigenous-minded innovation in shifting ecologies. In E. Sumida Huaman & B. Sriraman (Eds.), Indigenous innovation: Universalities and peculiarities (pp. 1–9). Brill Sense.
  • Sumida Huaman, E. A. (2020). Mink’a methodologies: Quechua research in the Peruvian Andes. In E. A. Sumida Huaman & N. Martin (Eds.), Indigenous knowledge systems and research methodologies: Local solutions and global opportunities (pp. 252–271). Canadian Scholars.
  • Trout, L., Wexler, L., & Moses, J. (2018). Beyond two worlds: Identity narratives and the aspirational futures of Alaska Native youth. Transcultural Psychiatry, 55(6), 800–820. https://doi.org/https://doi.org/10.1177/1363461518786991
  • Valdiviezo, L. (2009). Bilingual intercultural education in indigenous schools: An ethnography of teacher interpretations of government policy. International Journal of Bilingual Education and Bilingualism, 12(1), 61–79. https://doi.org/https://doi.org/10.1080/13670050802149515
  • Valdiviezo, L. M. (2016). ¿Como interculturalizar una escuela? Paper presented at the annual meeting of the sociedad de investigación educativa peruana. Ayacucho, Peru.
  • Waterman, S. J. (2012). Home-going as a strategy for success among Haudenosaunee college and university students. Journal of Student Affairs Research and Practice, 49(2), 193–209. https://doi.org/https://doi.org/10.1515/jsarp-2012-6378
  • Weis, L., & Fine, M. (2012). Critical bifocality and circuits of privilege: Expanding critical ethnographic theory and design. Harvard Educational Review, 2(2), 173. https://doi.org/https://doi.org/10.17763/haer.82.2.v1jx34n441532242
  • Wells, R., Cuenca, R., Blanco Ramírez, G., & Aragón, J. (2018). Geographic mobility and social inequality among Peruvian university students. Higher Education, 75(3), 449–469. https://doi.org/https://doi.org/10.1007/s10734-017-0149-6
  • Woodhead, M., Ames, P., Vennam, U., Abebe, W., & Streuli, N. (2009). Equity and quality? Challenges for early childhood and primary education in Ethiopia, India and Peru. The Bernard van Leer Foundation.
  • Yamada, G., Castro, J. F., & Rivera, M. (2012). Educación superior en el Perú: Retos para el aseguramiento de la calidad. Ministerio de Educación del Perú.
  • York-Anderson, D. C., & Bowman, S. L. (1991). Assessing the college knowledge of first-generation and second-generation college students. Journal of College Student Development, 32(2), 116–122.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.