September 27, 2013 at 6:53pm
Research relevance in education. Can you really know about what a school is teaching children who they do not know anything about?It does appear that schools function well in what they do if you look at Oaxacan children (highly motivated and high aspirations and performance). The stunning truth of it may, in fact, offer a new theory of learning for the 21st century one that lacks new theories.
Why always search for an exceptional, ideal, or philosophical model outside of the native American examples in California? FOr as workers migrating to the agricultural fields, partly, but also as skilled workers, entrepreneurs, professionals who are active in traditions while participating as integral members of cosmopolitan locales of Southern Los Angeles, Oaxacans have been here and their contributions have been here.
The study employs a classical model of American education, particularly fulfilled by American Indian children from home origins in the long-settled indigenous zones of southern Mexico, and path-breaking foundational investigation of their educational pathways.
At once their identity is conscious of the experience of the stereotype threats applied to Mexicans and is compounded with Mexican stereotypes of them, the collapse of the distinction of the two identities coincides in the racial misidentification along with its potentially detrimental ascriptions. An epithet embodied in a socialization process--the anti-indigenous removal of value for native peoples, along with the systemization of education toward general knowledge and immersion in national assimilation--targets but is rebuffed by Oaxacans.
Why does preserving the culture of native persons represent a valid and meritorious objective for schooling if fewer people are and will be indigenous than assimilated?
Is education more than a transfer of skills? Is it also an indoctrination in itself from which Oaxacan children appear to prevail?
This question could not have been asked if its premise were not something inculcated by education as an institutional voice of the palliative purposes of schools.