Showing papers by "Universidad Iberoamericana Ciudad de México published in 1970"

Ethnic Identity Formation beyond Language: Reflexive Identification of Indigenous Children in Urban Schools

Abstract: This paper examines the processes of identity formation of indigenous children in two urban schools in Jalisco, Mexico. By studying the processes of identity formation, I focus on understanding how indigenous children represent themselves within wider social discourses and dynamics of power that attempt to erase cultural differences. Drawing on ethnographic research conducted in two urban primary schools over a period of 14 months, the paper foregrounds indigenous children’s voices to illustrate their complex processes of selfidentification. The article demonstrates how children’s social and family networks, such as compadrazgos, shape ethnic identities. It also highlights how indigenous children feel a stronger attachment to their communities when they have the opportunity to participate in agricultural activities during holidays and learn from their grandparents and other family members. The analysis also highlights the silences, racism, and ethnic blindness that indigenous children face in urban schools. The paper calls for a reframing of educational services so that they recognize and reinforce ethnic identities rather than obfuscate them through the discourse of “equality”. Significantly, children’s voices open up a dialogue with those responsible for educational and social policies, in order to challenge racism in Mexican urban schools.

Sistematización del trabajo que realiza el Centro Familiar para la Integración y el Crecimiento en la prevención y atención a víctimas de violencia

Abstract: The aim of the present study is to analyze the relevance of the systematization of practice from narrative and horizontality in order to understand how a civil association (CA) builds aid alternatives for vulnerable people and families, especially those victims of violence. Based on the understanding of six dimensions –grieving processes, community resilience, peace education, restorative practices, suicide prevention, human development and Ignatian spirituality— it is favored the understanding of the psychosocial change processes in a context characterized by poverty and violence. The study was led in the CA Family Center for Integration and Growth in Ciudad Juarez, Chihuahua. The participants in the study were the work group of the aforementioned Center, its beneficiaries andits allies. The qualitative techniques used were life stories, testimonials, in-depth interviews and group discussions.

Rendimiento académico de alumnos que asisten a escuelas para migrantes en México

Abstract: Migrant children constitute the social group with the greatest problems of educational exclusion in Mexico. Although the number of migrants attending school has increased, coverage remains low and the education they receive has many shortcomings. Hence, it is possible that the few migrants who have access to the educational system, in turn, learn little. However, there is no research on the academic achievement of migrant students that allow to know if the difficult conditions in which they study translate into low learning levels. This study seeks to fill this gap by analyzing the information available in databases of Mexican educational institutions. In these, the schools that serve the migrant population were identified, in order to obtain data on their students’ levels of academic achievement. The information allows us to conclude that these students present levels of academic achievement significantly lower than those who attend other types of schools, so even those who remain in the educational system until the completion of basic education, do not get to exercise, their right to receive quality education.

La relación entre φρόνησις y σοφία, entre βίος πολιτικός y βίος θεωρητικός en Magna Moralia y en Ethica Nicomachea de Aristóteles

Abstract: The relationship between φρόνησις y σοφία in Aristotle is analogous to that between a butler and the house master. The butler is stands above everyone and takes care of all the things in the house. However, he does not give orders to the master. In ruling over the other subordinates he provides leisure to his master (παρασκeθάζeι τῶ δeσπότῃ σχολήν, MM, I, 34, 1198b 14), so that he can dedicate himself entirely to philosophy without being bothered by any necessary thing. By analogy, prudence is sovereign in the soul, but it does not rule over wisdom. By governing the passions, prudence provides leisure to the intellect so that he can dedicate himself to contemplation. This metaphor taken from MM (I, 34, 1198b 8-20) is in accordance with a parallel analogy from EN (VI, 13, 1145a 6-11): The relation φρόνησις-σοφία is similar to the relation between medicine and health: Just as medicine is not sovereign in relation to health, neither is prudence in relation to wisdom; rather, prudence looks at how it produces (ὁρᾷ ὅπως γένηται). Moreover the same productive or generative function that is characteristic of prudence is confirmed in the passage from Met., A, 1, 981b 13-25. There Aristotle describes the chronologic anteriority of necessary arts and those aimed at pleasure. Contemplative sciences come into existence once the necessary sciences have been discovered. Their discovery chronologically precedes, and contributes to the birth of contemplation (θeωρία) in the poleis .

¿Cuál es el legado de la Universidad Jesuita? Percepciones de los egresados sobre la formación humanista

Abstract: This paper presents the results of the first phase of one research carried out through semi-structured interviews which were carried out with 53 alumni of Jesuit colleges of Mexico City, Puebla, Leon, Torreon and Tijuana, in order to get their opinion about their college education from the humanistic and social point of view, specifically in the humanistic core courses, with the aim of exploring whether, despite the differences in schools, careers, and generations, it was possible to detect constant perceptions so one can design later a closed options questionnaire to be applied to a much larger sample of subjects. The results, which were obtained from the analysis, categorization, and interpretation of the answers, highlight the clear awareness of the graduates of having received a quality education regarding interdisciplinary vision, personal development, critical thinking, entrepreneurship, and social commitment. All these elements constitute the sense of the humanistic formation, so it is possible to affirm that the message of the Christian-inspired humanism has been able to permeate despite the differences of schools, careers, and generations. The centrality and importance of the figure of the teacher as a critical factor in quality education is also highlighted, and it is recommended to put particular emphasis on teacher training to achieve the aims of education that alumni identify as the essence of Ibero.

Trayectoria escolar y de vida de Angelo Cabrera y su lucha por el derecho a la educación

Abstract: This paper presents the results of an ongoing research about school and life trajectories in migratory contexts, as well as the struggle for the right to education. By the protagonist’s voice –result of in-depth interviews and informal dialogues— we built, together, the frames and discursive units (meta-categories and categories) characteristic of qualitative studies. The document gives an account of the path traveled by our protagonist, of the daily life of a migrant and of that which made possible his right to education. Angelo Cabrera, in addition to working to support his parents, learned that education is a human right and demanded his access and permanence to higher education. During his school trajectory, the terrorist attack in New York City on September 11, 2001, generated an anti-immigration policy and the universities applied the payment of an out-of-state tuition to migrant students. In response to this event, a group of young Mexican mmigrants decided to leave the shadows, as Angelo points out, to face and to fight for their right to higher education. This work allows to give an account about the configuration of the subject of law from the enforceability in the social struggle and the justiciability in the legal field.

Educación artística-visual en niños indígenas vulnerables. Una investigación cualitativa sobre su desarrollo artístico y curricular

Abstract: In this work, we seek to demonstrate how artistic-visual education can be a factor of development in the artistic and the curricular spheres of socio-economically vulnerable indigenous children. With an ethnographic methodology with a double study of cases corresponding to two second grade groups of elementary schools in two different contexts, it is explained how to stimulate and improve learning and student performance through educational-artistic interventions in the classroom in an urban and a rural indigenous school. The study is supported theoretically and practically by two relevant currents the artistic education, the expressive for peace and the education through art, to implement and evaluate diverse activities that impact in the two above-mentioned areas. It is concluded, through a comparison of the case studies in both contexts –the urban indigenous and the rural–, on the similarities and differences that refer the positive reaches of the artistic creation in the children of these localities, as well as of the limitations of the investigation