Laura A Valdiviezo
Biographic Data
| ID | 92380 |
|---|---|
| NAME | Laura A Valdiviezo |
| GIVEN NAMES | Laura A |
| FAMILY NAME | Valdiviezo |
| SIGNATURE | VALDIVIEZO L A |
| AFFILIATIONS | University of Massachusetts Amherst |
| ORCID | 0000-0003-1721-3101 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
‘Our language is our power’: Reclaiming languages, reframing identities through countertexts and decolonial practices across the global divide
Language practices and pedagogies within multilingual K-20 classrooms in Peru, Egypt and the North East USA constitute the focal point for our analysis of texts and countertexts as essential tools for unsettling entrenched educational inequities. Our paper integrates three qualitative and comparative ethnographic case studies where we utilize a decolonial framework to comparatively interrogate how language mediates identity, agency, and power acr…
Ethnic studies classrooms as contradictory spaces: Implications for ethnic studies teacher preparation
Teacher Professional Development for Ethnic Studies: A Critical Youth-Centered Approach
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
A Note from the Editors
Educational Linguistics in Practice: Applying the Local Globally and the Global Locally , edited by Francis M. Hult and Kendall A. King
Vertical and horizontal approaches to ethnography of language policy in Peru
In this article, I discuss my ethnography of the bilingual intercultural education (EBI) policy in the Peruvian Andes and how this ethnographic approach has shaped my analysis of language policy (LP). I start from a sociocultural, sociohistorical and critical approach for which I situate LP horizontally, by analyzing the ideological tendencies in its discourse historically in time, and vertically in space, by examining the sociopolitical impact o…
Indigenous knowledge and education from the Quechua community to school: Beyond the formal/non-formal dichotomy
In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting…
Indigenous worldviews in intercultural education: Teachers’ construction of interculturalism in a bilingual Quechua–Spanish program
This paper examines teachers’ implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core educational principle with a neglected pedagogy. The lack of preparation of BIE teachers in intercultural peda…
Bilingual intercultural education in indigenous schools: An ethnography of teacher interpretations of government policy
This paper explores how teachersâ beliefs and practices create spaces for the contestation and innovation of bilingual intercultural education (BIE) policy, a policy of indigenous culture and language revitalization in Peru. Based on ethnographic research, there are two central arguments developed throughout this paper. First, the author argues that unaddressed issues in the definition of BIE policy, namely its top-down design and vague treatment…
Política y práctica de la interculturalidad en la educación peruana: Análisis y propuesta
La centralidad del tema de la interculturalidad y la educación intercultural, al igual que su gran urgencia en el campo no solo educativo, sino también social y político, nos lleva a explorar, en este artículo, los retos de su implementación en el contexto peruano. Estos retos yacen en la elaboración del principio dentro del discurso educativo, en la manera como este discurso opera en el contexto socio-político peruano y en su interpretación desd…
Indigenous knowledge and education from the Quechua community to school: Beyond the formal/non-formal dichotomy
In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting…
Teacher Professional Development for Ethnic Studies: A Critical Youth-Centered Approach
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
Indigenous worldviews in intercultural education: Teachers’ construction of interculturalism in a bilingual Quechua–Spanish program
This paper examines teachers’ implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core educational principle with a neglected pedagogy. The lack of preparation of BIE teachers in intercultural peda…
Política y práctica de la interculturalidad en la educación peruana: Análisis y propuesta
La centralidad del tema de la interculturalidad y la educación intercultural, al igual que su gran urgencia en el campo no solo educativo, sino también social y político, nos lleva a explorar, en este artículo, los retos de su implementación en el contexto peruano. Estos retos yacen en la elaboración del principio dentro del discurso educativo, en la manera como este discurso opera en el contexto socio-político peruano y en su interpretación desd…
Bilingual intercultural education in indigenous schools: An ethnography of teacher interpretations of government policy
This paper explores how teachersâ beliefs and practices create spaces for the contestation and innovation of bilingual intercultural education (BIE) policy, a policy of indigenous culture and language revitalization in Peru. Based on ethnographic research, there are two central arguments developed throughout this paper. First, the author argues that unaddressed issues in the definition of BIE policy, namely its top-down design and vague treatment…
Indigenous worldviews in intercultural education: Teachers’ construction of interculturalism in a bilingual Quechua–Spanish program
This paper examines teachers’ implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core educational principle with a neglected pedagogy. The lack of preparation of BIE teachers in intercultural peda…
Indigenous knowledge and education from the Quechua community to school: Beyond the formal/non-formal dichotomy
In this article, we propose to approach Indigenous education beyond the formal/non-formal dichotomy. We argue that there is a critical need to conscientiously include Indigenous knowledge in education processes from the school to the community; particularly, when formal systems exclude Indigenous cultures and languages. Based on ethnographic fieldwork in Quechua schools and communities, our examination of policy and teachers in the formal setting…
Educational Linguistics in Practice: Applying the Local Globally and the Global Locally , edited by Francis M. Hult and Kendall A. King
Vertical and horizontal approaches to ethnography of language policy in Peru
In this article, I discuss my ethnography of the bilingual intercultural education (EBI) policy in the Peruvian Andes and how this ethnographic approach has shaped my analysis of language policy (LP). I start from a sociocultural, sociohistorical and critical approach for which I situate LP horizontally, by analyzing the ideological tendencies in its discourse historically in time, and vertically in space, by examining the sociopolitical impact o…
A Note from the Editors
Teacher Professional Development for Ethnic Studies: A Critical Youth-Centered Approach
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
‘Our language is our power’: Reclaiming languages, reframing identities through countertexts and decolonial practices across the global divide
Language practices and pedagogies within multilingual K-20 classrooms in Peru, Egypt and the North East USA constitute the focal point for our analysis of texts and countertexts as essential tools for unsettling entrenched educational inequities. Our paper integrates three qualitative and comparative ethnographic case studies where we utilize a decolonial framework to comparatively interrogate how language mediates identity, agency, and power acr…
Ethnic studies classrooms as contradictory spaces: Implications for ethnic studies teacher preparation
Sociology (8 works) · Multilingual Education and Policy (6 works) · Political science (5 works) · Linguistics (4 works) · Pedagogy (4 works) · Anthropology (3 works) · Ethnography (3 works) · Global Education and Multiculturalism (3 works) · Indigenous (3 works) · Art (2 works)