Indigenizing and decolonizing higher education on N icaragua's A tlantic C oast
Bibliographic Data
| ID | 9335083 |
|---|---|
| Authors | Julie Cupples (0000-0002-6126-6190, Institute of Geography School of GeoSciences University of Edinburgh Scotland, corresponding author), Kevin Glynn (0000-0002-0601-5444, School of English and Media Studies Massey University Wellington New Zealand) |
| Year | 2014 |
| Volume | 35 |
| Issue | 1 |
| Pages | 56-71 |
| Publication date | 2014-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Singapore Journal of Tropical Geography (JOURNAL) |
| Journal identifiers | ISSN: 0129-7619 • E-ISSN: 1467-9493 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sjtg.12051 |
| OpenAlex | W1721163914 |
| Language | EN |
| Citations received | 14 |
| References cited | 34 |
Some universities in postcolonial settler nations such as N ew Z ealand and C anada have begun to acknowledge their need for a more inclusive approach toward indigenous cosmologies and epistemologies, lest they continue to alienate indigenous students; nevertheless such change is not proving easy for these universities. In the N orth A tlantic Region of N icaragua, there is however a community university which is successfully using higher education to empower indigenous and Creole students and intellectuals against a backdrop of long histories of racism, discrimination, poverty and marginalization. The pedagogic model in operation at the University of the Autonomous Regions of the N icaraguan C aribbean C oast is based on the concept of interculturality and aims to provide access to higher education for individual students but without losing sight of education as a collective good. The concept of interculturality and its articulation in diverse sites is of critical interest to postcolonial geography given its connections to the geopolitics of place and space and its origins in black and indigenous social movements in Latin America
Articulation (sociology · Higher education · Indigenous · Interculturality · Pedagogy · Political science · Poverty · Racism · Sociology · Anthropology · Gender Studies · Latin American Cultural Politics · Migration, Education, Indigenous Social Dynamics · Social Issues and Sustainability
Planetary postcolonialism
“Decolonizing” Curriculum and Pedagogy
More Than a Checklist
Ser mapuche en la universidad
Conceptualizing international education
Retention challenges for indigenous Peruvian college students on Beca 18 scholarship and strategies to improve their experiences and academic success
Migration and Community Resilience in Nicaraguan Afro-Caribbean Coastal Communities
Decentring the Lettered City
Cartographies of epistemic expropriation
An anti‐racism methodology
The decolonial pedagogies of colonial violence
Mapeo de actores en la Costa Caribe norte de Nicaragua
Protecting Inuit Language and Culture in Inuit Nunangat
Why Inuit culture and language matter
Contesting Citizenship in Latin America
Chapter 9. The Future in Question
Eurocentrism and Modernity (Introduction to the Frankfurt Lectures)
The Postcolonial and the Global
Universidades indígenas de América Latina
Between Subalternity and Indigeneity
Latin America at a Crossroads
Local Histories/Global Designs
Indigenous MediaSpace and the Production of (Trans)locality on Nicaragua’s Mosquito Coast
Wild Globalization
Indigenous Development in the Andes
Open Veins of Latin America
Rethinking responsibility and care for a postcolonial world
Locating postcolonialism
Decolonizing Post-Colonial Studies and Paradigms of Political-Economy
Postcolonialism and development
Protestantism and Indigenous Mobilisation
Decolonizing Methodologies
Coloniality and Modernity/Rationality
Shifting the Geopolitics of Critical Knowledge
The Epistemic Decolonial Turn
Worlds and Knowledges Otherwise
Part three
| Unique citing works | 14 |
|---|---|
| Citations per year | 1,17 |
| Citation span | 2014 - 2024 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 14 |