Latin American foundations of education. Argentina, Mexico, Chile and U.S./Mexico border: teacher education and epistemology.

Session Submission Type: Symposium

Abstract

Latin America is often misunderstood from a Western epistemological point of view as a group of “developing” nations after colonialism. Latin America in its struggle for liberation, however, has created decolonial foundations for education. The papers in this symposium investigate how Latin American educational experiences of both teachers and students in The U.S./Mexico Border, Argentina, Mexico and Chile in terms of teacher education and interculturality has helped to build decolonial foundations of education.
It is necessary to dismantle the epistemology of the West-patriarchal-capitalist ethnocentrism and to show how the West has oppressed or simply ignored the majority of people of Latin America. This critical issue has been problematized in decolonial studies that address how colonialism, more accurately the coloniality of power, currently affects Latin America. Therefore, this symposium considers modes of critique and resistance that are challenging the Western-neoliberal and colonial project in educational spaces.

Sub Track

• American Educational Studies Association

Chair

• RAUL OLMO FREGOSO BAILON, West Chester University of Pennsylvania

Discussant

• Sheila Shannon, University of Colorado Denver

Individual Presentations

• Teacher’s Identity in higher education: Testimonials from Mexican teachers - Maura Pompa Mansilla, National Autonomous University of Mexico

• Interculturality and educational field in Argentina: reflections from ethnographic research - María Laura Diez, Universidad de Buenos Aires

• Borderland Pedagogies of Cariño: Revealing the Interpersonal and Intimate Aspects of Care - Ganiva Reyes, Miami University

• Teacher Educator’s Responses to Policy in Chile - Maria Beatriz Fernandez, Universidad de Chile