CALL: INTERNATIONAL CONFERENCE CALL Thanks Erick, many greetings
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** www. iaie. org IAIE International Congress 2012:
"Tapalewilis Intercultural Education: sharing experiences, building alternatives" 1 Veracruz, Mexico
www.iaieveracruz.org Date and place of meeting: 15 to February 17, 2012, Universidad Veracruzana, Faculty Unit of Education and Library and Computer Services (USBI), Boca del Rio, Veracruz, Mexico pre-conference workshops: 13 to February 14, 2012, Universidad Veracruzana, Faculty of Education and Library Services Unit and Computer (USBI), Boca del Rio, Veracruz, Mexico official conference language: English, but some sessions will be offered in a bilingual English-English. We accept contributions in other languages, but can not guarantee its translation. Organizers: International Association for Intercultural Education (IAIE) Universidad Veracruzana Department of Education in Veracruz (SEV), Xalapa Co-organizers: National Council of Educational Research (ATE), Mexico City General Coordination of Intercultural and Bilingual Education (CGEIB) of Secretariat of Public Education, Mexico City, National Association for Multicultural Education (NAME) Monterey, CA, USA
1 Tapalewilis is a Nahuatl word meaning communal work and mutual sharing.
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** Guest speakers and participants of dialogue: Dialogue
I: Jagdish Gundara, University of London, UK
Alta Hooker Blandford University of the Autonomous Regions of the Nicaraguan Caribbean Coast (URACCAN), Nicaragua
Dialogue II: Christine Sleeter, California State University Monterey Bay, USA
Graciela Bolaños and Intercultural Indigenous University (UAIIN), Colombia
Dialogue III: Rainer Enrique Hamel, Universidad Autónoma Metropolitana, Mexico City
Gerardo Alonso Méndez, Department of Indigenous Education, Morelia, Michoacan.
Honorary Committee: Raúl Arias
Lovillo, Rector, Porfirio Carrillo Castilla
UV, Academic Secretary, UV
Adolfo Mota Hernández, Secretary of Education in Veracruz (tbc)
Xóchitl Adela Martinez Osorio, Undersecretary for Basic Education, Ministry of Education Veracruz (tbc)
Uscanga Denisse Mendez, Assistant Secretary of Higher Education, Ministry of Education in Veracruz (tbc)
Mariano Baez Landa Director, Intercultural UV
María Magdalena Hernández Alarcón, Director of International Relations, UV
Fernando Salmerón Castro, General Coordinator of Intercultural and Bilingual Education, Ministry of Public Education, Mexico City
Aurelio Vazquez Ramos, Director, Faculty of Education, UV
Scientific Committee Jagdish Gundara
Francesca Gobbo Gunther Dietz Paul Gorski
Michele Kahn
International Association for Intercultural Education ** Diego Leno 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico ** Coty
Kevin Kumashiro
Mikael Lomeli Guadalupe Mendoza Zuany
Luciak
Nektarios José Manuel Serrano
Palaiologou
Yael Sharan
Christine Sleeter
Barry van Driel
Local Organizing Committee:
Gunther Dietz (IAIE Secretary General, the Academic Intercultural Studies)
Sharon Duncan (IAIE Chapter Mexico, Intercultural Studies Academic Board)
Cristina Kleinert ( Intercultural UV)
Yolanda Jimenez Naranjo (IAIE Chapter Mexico, Intercultural Studies Academic Board)
Zuany Guadalupe Mendoza (IAIE Chapter Mexico, Intercultural Studies Academic Board)
Cortés Mateos Laura Selene (IAIE Chapter Mexico, Intercultural Studies Academic Board)
NN (Secretariat Education in Veracruz, to be confirmed)
Calendar: important dates
July 1, 2011: Deadline to submit abstracts for papers, posters and presentations of books and / or videos (see below)
July 1, 2011: Deadline to submit proposals pre-conference workshops (see below)
September 1, 2011: publication of the list of papers, posters and presentations of books and videos
accepted 1 September 2011: Publication of the list of pre-conference workshops accepted
30 September 2011: deadline for registration with reduced fee (see below), mandatory for all speakers and presenters
accepted November 1, 2011: deadline for registration to the pre-conference workshops
December 1, 2011: Deadline for submission of the full version of accepted papers for digital publication (in CD proceedings)
February 13, 2012: Inauguration of the pre-conference workshops
February 15, 2012: Opening of
Congress International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** provisional structure of the program:
Before February 13, 2012:
optional sightseeing to El Tajin (ceremonial center pre-colonial archaeological), Papantla, Veracruz northern
Monday, February 13, 2012:
pre-conference workshops are optional optional sightseeing
the Intercultural University of Veracruz (UVI) Totonacapan Regional Headquarters, located in the Indian community in Espinal, Veracruz northern
Tuesday, February 14, 2012:
pre-conference workshops are optional
Wednesday, February 15, 2012: Opening ceremony
dialogue between invited speakers: Session I
First meeting of thematic sections (see below)
Son Jarocho night concert with all Nematatlin
Thursday, February 16, 2012: Dialogue
invited speakers: Session II
Second and third sessions of the thematic sections (see below)
regional music night concert with the Ballet Folklorico
Friday, February 17, 2012: Dialogue
invited speakers: Session III
Fourth and fifth session of the thematic sections (see below)
Closing Concert
congress salsa music and dance of farewell with all Moscobita
After February 17, 2012: Optional
tourist activities, incl. Carnaval de Veracruz (20 and 21 February 2012) and visit Tlacotalpan (colonial city UNESCO World Heritage Site)
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** Registration and Fees: Participants
categories
Early Registration (antes del 30 de septiembre 2011)
Inscripción tardía
(a partir del 1 de octubre 2011)
Miembros de IAIE o NAME
US$ 150
US$ 200
No-miembros
US$ 200
US$ 250
Profesores educ. básica
US$ 150
US$ 200
Estudiantes
US$ 50
US$ 75
Miembros mexicanos IAIE
US$ 100
US$ 150
No-miembros mex.
US$ 150
US$ 200
Profesores mex. educ. básica
US$ 100
US$ 150
Estudiantes mex.
US$ 25
US$ 50
Pagable mediante tarjeta de crédito (a través de IAIE Holanda, email: barry@iaie.org), o transferencia bancaria (a la cuenta del Capítulo Mexico's IAIE), cf. forms.
The fee includes: bag, program and conference proceedings (in CD), coffee breaks and cultural program at night (see Programme). Return Policy
registration fees
shares registered participants and those requiring the cancellation of his registration following the principles dfevolverán specified below:
Cancellation before October 1, 2011: 100% refund of fee (deducting expenses bank)
Cancellation before November 1, 2011: 750% refund of fee (minus bank charges)
Cancellation before December 1, 2011: 50% refund of fees (deduciendo gastos bancarios)
Cancelación antes del 1 de enero 2012: 25% de devolución de cuota (deduciendo gastos bancarios)
Posteriormente a esta fecha no será posible devolver la cuota de inscripción.
Cuotas para los talleres pre-congreso:
Las cuotas para los talleres pre-congreso no están incluidas en las cuotas arriba especificadas. Para cada taller, será necesario desembolsar una cuota adicional de US$ 25, misma que se pagará directamente al llegar al taller en cuestión.
International Association for Intercultural Education**Diego Leño 8, Col. Centro**91000 Xalapa, Ver.**Mexico
w w w . i a i e . org
Congreso Internacional de la IAIE 2012:
"Intercultural Education Tapalewilis: sharing experiences, building alternatives"
Veracruz, Mexico, 15 to February 17, 2012
www.iaieveracruz.org CALL FOR PAPERS
multicultural discourse, which emerged early in companies self-defined as "countries of immigration "located mainly in North America and Oceania, has become the main ideological basis for intercultural education conceived as a differential approach towards the education of" minority "immigrant and formerly enslaved. However, as illustrated by the long tradition of indigenous people, in the context of Latin America and under the assumption nationalist, not multiculturalism, have implemented policies similar sex education for indigenous minorities. This paradoxical similarity of competing approaches refers us to the need to consider and study the different responses intercultural education, multicultural, bilingual and / or indigenous from a comparative and transnational, transcontinental.
Consequently, in 2012 our biennial congress of the International Association for Intercultural Education (IAIE) seeks to share in a truly global experience of "north" and "south" in intercultural education, education in diversity and related fields. We are particularly interested in identifying innovative approaches and alternative processors that allow the creative exchange between these different traditions, national and continental. For this reason, the term tapalewilis Nahuatl, which refers to shared community work, organized reciprocal and serves as a metaphor for a joint effort to build a community of scholars, teachers,
International Association for Intercultural Education ** Hardwood Diego 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico **
students and members of transnational civil society, but locally positioned and committed to a symmetrical exchange experiences of intercultural education, analysis and proposals.
Therefore, we are now inviting scholars, teachers, students and members of educational agencies both governmental and non governmental organizations to make contributions in the thematic sections of our conference (summary and details, see below):
1) Education intercultural - multicultural education - education in diversity: theoretical and reflective (in English)
2) intercultural and multicultural education in its relation to globalization, citizenship, human rights and social justice (in English)
3) Teaching and intercultural learning in a multicultural context: dynamic approaches, innovative methodologies and practical applications (in English)
4) Intercultural learning and intercultural communication (in English)
5) Cooperative learning: theory and practice for equity in education (English)
6) Classifications, constructions of difference and intersectionality: considering the various dimensions of diversity (ethnic, social class, gender, disability, religion, language, etc.) research in intercultural and multicultural (English)
7) Intercultural education dialogue with critical pedagogy, the liberation theology and other social movements (bilingual thematic section)
8) Inequality, exclusion and class divisions and challenges for intercultural education (bilingual thematic section)
9) decolonial indigenous approaches to intercultural education within the linguistic context (section thematic bilingual)
For each of these thematic forums, we welcome proposals in the following categories: Presentations on research completed or in progress around intercultural education and related fields. Posters / signs, especially on cross-cultural educational experiences and / or pilot projects.
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico **
presentations of books and audios / videos, especially materials on intercultural education and related fields.
For each of these categories, we are requesting proposals to be sent to managers of the respective thematic forum (see below) and should include an abstract with the following information: The summary will contain from 400 to 1200 words. Abstracts must be submitted in English. In the tables 7, 8 or 9 abstracts will also be presented in English. Abstracts should specify the name, institutional affiliation and email address of author (s) as well as the theme for the forum to be presented. It should include objectives, theoretical framework, methodology and results of the paper, poster, book, presentation of audio / video. The presentations of books or materials audio / video, presenters participants and / or producers of material must be specified in the abstract. Please also specify the equipment required for presentation (PC, projector, DVD player, etc..) Finally, the authors of papers or articles shall undertake to submit a full version of their work once their abstracts have been accepted (see delivery schedule)
Abstracts must be submitted before July 1, 2011 directly to those responsible for each thematic forum listed below:
International Association for Intercultural Education ** Diego Leno 8, Col. Centro ** 91000 Xalapa, Veracruz Mexico **
Strand 1: Intercultural Education - Multicultural Education - Diversity Education: Theoretical Perspectives and Reflective
Chair: Francesca Gobbo, Universita degli Studi di Torino (francesca.gobbo @ unito.it) This strand
That Critically discuss presentations welcome
A) AIMS and the Meanings of Educational Discourses Centre on interculture, multiculturalism and diversity in the light of the social and political histories of nation states and/or transnational institutions, research and debate on the notions of culture, enculturation and identity, research and debate on learning and schooling, pupils’, students’ and families’ agency in schools and society;
B) the meaning and “management” of diversity (in terms of cultural and religious beliefs but also of gender, sexual orientations, social class, age/generation, etc.) in the light of present problematization of social cohesion, perception of social and political conflict, reformulation of, and social/educational action toward social cohesion.
Strand 2: Intercultural and Multicultural Education in its Relationship to Globalization, Citizenship, Human Rights and Social Justice Issues
Co-chairs: Christine Sleeter, California State University Monterey Bay (csleeter@gmail.com) & Kevin Kumashiro, University of Illinois at Chicago (kumashiro@antioppressiveeducation.org)
This session invites presentations that situate local work in intercultural and/or multicultural education within larger issues involving globalization and human rights. Papers may, for
International Association for Intercultural Education**Diego Leño 8, Col. Centro**91000 Xalapa, Ver.**Mexico
example, consider relationships between citizenship, diversity and globalization; neoliberalism and its implications for multicultural and intercultural education; or global human rights movements as they relate to local issues of diversity and social justice. We are particularly interested in papers that link local work around diversity and social justice with global relationships or movements.
Strand 3: Intercultural Teaching and Learning in Multicultural Contexts: Dynamic Approaches, Innovative Methodologies and Practical Applications
Chair: Barry van Driel (barry@iaie.org)
This strand will focus on intercultural education (including human rights education and citizenship education) in applied settings. Researchers will present their analyses of concrete projects implemented in both formal and informal contexts, while practitioners will present their projects to a wider audience. Guiding questions will be: what are examples of best (and worst) practice? What kinds of methodologies are most effective and in what (inter)(cultural) contexts? Who do they benefit and who do they continue to exclude? How does practice across the globe differ and why? What are the similarities?
Strand 4: Intercultural Learning and Intercultural Communication
Chair: Nektaria Palaiologou, University of Western Macedonia (nekpalaiologou@uowm.gr)
This session refers to studies exploring communication social theories, case- studies in specific environments (educational settings, organisations), with emphasis on the intercultural dimension and the role education can play to promote communication, understanding and cultivate an attitude of transforming ourselves to "global citizens". In modern multicultural cities the issue of interactions amongst people with various national, religious, language backgrounds is a core
International Association for Intercultural Education**Diego Leño 8, Col. Centro**91000 Xalapa, Ver.**Mexico
issue. Peace maintenance and social equilibrium in societies are first priority targets at global level. The intercultural dimension is predominant as far as communication is concerned within multicultural settings. Intercultural Communication is a relatively new field of study, of main importance- especially at its practical dimension- because of the aforementioned issues that humanity faces. There is, indeed, a growing awareness in commerce, in public sector organisations and in educational settings of the importance of developing an understanding about our co-existence and working with people who are different from us and about the significance of the communication with other people on a basis of understanding and acceptance. Youth and International Education could also give priority to such issues, aiming at educating young people free of prejudice and stereotypes and with tolerance to the different.
Strand 5: Cooperative Learning: Theory and Practice for Educational Equity
Chair: Yael Sharan (yaelshar@zahav.net.il) / Coty Lomeli, Universidad Autónoma de Baja California (cotylomeli@hotmail.com) / José Manuel Serrano, Universidad de Murcia (serrano@um.es)
Cooperative learning is gaining recognition as the pedagogy most suited to the increasing diversity of today's student population and calls for careful consideration of the essential elements of CL and their use in different countries and contexts. In this session researchers and practitioners are invited to (1) explore the elements they value as essential for qualitative understanding of cooperative learning; (2) present models of programs that include these elements in a way that ensures systematic, effective, and sustainable application of CL in classrooms and in teacher education programs in different countries and in intercultural settings. Presentations may emphasize theoretical developments, action research, empirical research, systemic implementation efforts, or the application of cooperative learning to different contexts and students. Proposals may be for papers, interactive dialogues, or workshop formats. All presenters will be asked to encourage discussion among participants.
International Association for Intercultural Education**Diego Leño 8, Col. Centro**91000 Xalapa, Ver.**Mexico
Strand 6: Classifications, Constructions of Difference, and Intersectionality: considering various diversity dimensions (ethnicity, social class, gender, disability, religion, language etc.) in cross-cultural and intercultural research
Chair: Mikael Luciak, Universität Wien (mikael.luciak@univie.ac.at)
Contributions for his session may consider various ways of classifying student groups and their characteristics in data collections and research and discuss corresponding consequences in regard to research process, outcome, and data interpretation; critically analyze how group affiliations are determined and how difference is constructed in academic writings about specific ethnic and social groups and in intercultural research; or discuss cross-cultural and intercultural research taking into account the interplay of several diversity dimensions and/or intersectionality theory.
Strand 7: Intercultural Education in Dialogue with Critical Pedagogy, Liberation Theology and Other Social Movements (bilingual strand) / Educación Intercultural en Diálogo con la Pedagogía Crítica, la Teología de la Liberación y Otros Movimientos Sociales (sección temática bilingüe)
Chair: Paul Gorski, George Mason University (pgorski1@gmu.edu)
Many of the pedagogies and philosophies which characterize intercultural education are prevalent, as well, in other progressive movements and frameworks, including critical pedagogy and liberation theology. The purpose of this strand, in recognizing that these movements and frameworks share several commitments, is to foment dialogue and collaboration across a variety of movements for human rights, educational equity, and social justice. Sessions for this strand should examine, explore, or propose ways in which intercultural education can be strengthened by, and can strengthen, practice and scholarship in critical pedagogy, liberation theology, social justice education, queer theory, feminist pedagogy, and Other counter-hegemonic Movements, Theoretical frameworks, and transformative Approaches to education.
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** Many of the teaching methods and philosophies that characterize intercultural education also appear frequently in other progressive movements and contexts, including critical pedagogy and liberation theology. The purpose of this subject area, aimed to recognize these movements and currents share several commitments to promote dialogue and collaboration across a variety movement for human rights, equity in education and social justice. The sessions for this subject area should examine, explore or propose different ways through which intercultural education can be strengthened and in itself can strengthen the practice and the detailed study of critical pedagogy, theology of liberation, education with social justice, queer theory, feminist pedagogy and other counter-hegemonic movements and theoretical frameworks and transformative approaches in education.
Strand 8: Inequality, Exclusion and Class Divisions as Challenges for Intercultural Education (bilingual strand) / Desigualdad, Exclusión y Divisiones de Clase como Desafíos para la Educación Intercultural (sección temática bilingüe)
Chair: Rosa Guadalupe Mendoza Zuany, Universidad Veracruzana (lupitamendoza.zuany@gmail.com)
Prevalent approaches to addressing diversity and difference within intercultural educational programs have tended to minimise or even deny the structural conditions of inequality which most ethnic minorities, migrants, indigenous people’s etc. experience. It is imperative therefore that structural inequality is included as a central concern for intercultural education in order to generate educational programs which are pertinent, comprehensive, empowering and transformative. This panel integrates analysis, Experiences and Proposals Concerned to address Inequality as a fundamental dimension of intercultural education mediates Which local and regional national Diversities at all Educational Levels.
The prominence of attention to diversity and difference in intercultural educational programs have tended to minimize or even deny, the structural conditions of inequality that ethnic minority, migrant or indigenous peoples. Incorporate
International Association for Intercultural Education ** Diego Leno 8, Col. Centro 91000 ** Xalapa, Veracruz Mexico **
dimension of inequality to the central issues of intercultural education is imperative to create relevant educational programs, comprehensive, empowering and transformers. This panel includes analysis, experiences and proposals on the attention of inequality as an essential element of intercultural education at all educational levels in the diversity of national diversity, regional and local.
Strand 9: Decolonial and Indigenous Approaches to Intercultural Education Within the context of language (bilingual strand) / decolonial and Indigenous Approaches to Intercultural Education in the linguistic context (thematic section bilingual)
Chair: Michele Kahn, University of Houston, Clear Lake (michelemkahn@yahoo.com)
This strand will address how language is Used as a tool of oppression Within Educational settings or liberation. Specifically, we invite papers explore how Marginalized Groups That Are Affected by dominant language ideologies. May Sessions include Issues in bilingual education, nonstandard dialects, ethnolinguistic oppression, critiques of postcolonial language Ideology, preservation of Indigenous languages, literacy and linguistic Focused Other Concerns.
This topic area will address how language is used as a tool of oppression or liberation in an educational context. Specifically, we invite papers that explore how dominant ideologies of language affecting marginalized groups. The sessions should include issues in bilingual education, dialects not standardized, ethnolinguistic oppression, postcolonial criticism of the ideology of language, preservation of indigenous languages, literacy and other issues related to linguistics.
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico
** www. iaie. org
IAIE International Congress 2012:
"Tapalewilis Intercultural Education: sharing experiences, building alternatives" www.iaieveracruz.org
PRE-CONFERENCE WORKSHOPS
Veracruz, Mexico, 13 and 14 February 2012 CALL FOR
PROPOSALS We are inviting academic teachers, students and non-governmental agencies and educational assets in the field of intercultural education and related fields to submit proposals for workshops as part of pre-conference to be held as part of Congress in Veracruz Tapelewilis Intercultural Education: sharing experiences, building alternatives.
We are planning to conduct these workshops in an indigenous region of Veracruz, in order to enrich the intercultural experience of the participants while allowing the participation of indigenous students and teachers. Consequently, we want the workshops are designed and offered as "Experiences inter-lingual (English, English, and Nahuatl totonaku), and can be given in English or English and adapted to the flow of participants in each of these languages.
As the range of topics, the workshops should introduce participants particularly innovative approaches and methodologies for teaching and learning, research and / or methodologies of community service related to intercultural education and related fields. In contrast to the more academic paper presentations in the congress as
International Association for Intercultural Education Leño Diego ** 8, ** Col. Centro 91000 Xalapa, Veracruz Mexico **
such applications must include workshops, demonstrations of audio / video, and exchange of bottom-up learning experiences. Please
people interested in submitting a proposal for a workshop send an abstract of 800 to 1200 words with the following information: Abstracts must be submitted in English or English. Please specify in which language (s) will be held the workshop. The summary should include the name, institutional affiliation and email address of the author, as well as thematic forum in which you enroll. It should include the workshop's main objectives that support the approach, methodology and particular outcomes of the workshop. Finally, please indicate the proposed duration of the workshop (calculated in multiples of 2 hours), the maximum number of participants and the necessary equipment (computer, projector, DVD player, etc.)..
All abstracts should be submitted by July 1, 2011 directly to gunther@iaie.org
