Gunther Dietz Universidad Veracruzana guntherdietz@gmail.com

1. "Super-Diversity“in the Mexican Countryside?Experiences from bilingual and intercultural education strategies Gunther Dietz Universidad Veracruzana guntherdietz@gmail.com AERA / WERA Conference, Denver, CO, May, 2010

2. Structure of paper: • Introduction: (Post) Colonial Categories? • The Legacy of Indigenism • Lessons from Indigenous Bilingual Education • Interculturalizing the Educational System 5. TheDiversity of Diversities in rural Mexico 6. AnEthnographicExamplefroman “Intercultural University”

3. (Post) Colonial Categories? • persistance of colonial classifications of difference • = system of “castas” • shapesperception of cultural diversitysincethen

5. The Legacy of Indigenism • Development of a particular set of policiesforindigenouspeoples • Defined and implementedby non-indigenousactors • Firstby colonial administration, laterbynation-stateinstitutions • Oscilates in itsaimsover time

6. Phases of Indigenismo Policies • Colonial period:* segregation* corporatism* paternalism* parroquialism • Nineteenth century:* extermination* racial assimilation* individualization* liberalization

7. Phases of Indigenismo Policies 3) after Mexican Revolution:* mestizaje* educational nationalism* cultural assimilation* agrarian reform (“statist” vs. “comunalist”)* developmentalism* bilingual teachers as indigenous brokers

8. Phases of Indigenismo Policies 4) neoliberalism:* privatization / liberalization of land tenure* structural adjustment => “assistentialism”* political dissidence (democratic pluralization)* institutional dissidence (bilingual teachers & community leaders)* new indigenous movements* Zapatista uprising in Chiapas* autonomy claims (local / regional)

9. Interculturalizingthe Educational System • “Bilingualbiculturalindigenouseducation”, as part of indigenismo policies • De facto often instrumental use of indigenouslanguagefortransitorybilingualism • Sincenineties: “intercultural bilingualeducation”

10. Contemporary (Neo-/Post-)Indigenism? • privatization / liberalization of landtenure • structuraladjustment => “assistentialism” • politicaldissidence(democraticpluralization) • institutionaldissidence(bilingualteachers & communityleaders) • new indigenousmovements • Zapatista uprising in Chiapas • autonomyclaims (local / regional)

11. Tendencies in theMexicanEducationalSystem • Privatization or outsourcing of sub-systems • Introduction of market management logics • Public-private & GO/NGO partnerships • De-centralization of campus locations • Inter- / transdisciplinarity of curricula • “Employability” & emphasis on key competences • Diversification of staff and students • Multiculturalization of study programmes

12. Tendencies in the Relation betweenthe State / Indigenous Peoples • “Post-indigenism” • “Judicialization”, legal recognition of indigenousrights / of accesstorights • Visibilization of cultural difference • Multiculturalizationthroughempowerment • Interculturalization of curricula • Debate on “diversitymanagement”

13. TheDiversity of Diversitiesin rural Mexico • Beyondindigenous/mestizo identity divide • Emergence of new identities, withregardto: religiouspluralisation gender and sexual orientation generation, youthcultures migration, “rurban” experiences

14. TheDiversity of Diversities • Threenotions/uses of diversity:1. Diversity as a problem=>assimilation / integration / segregation2. Diversity as a right=>affirmativeaction, anti-discrimination3. Diversity as a resource=> intercultural, translationalcompetences

15. AnEthnographicExamplefroman “Intercultural University” • Universidad Veracruzana Intercultural (UVI) • since 2005, as part of Universidad Veracruzana • decentralized, regionalizedstructure • intercultural and interlingualcurriculum • B.A. and M.A. programme • closerelationbetweenteaching / research / communityserviceprovision

16. The emergence of a new kind of university • SEP-CGEIyB (2001): post-zapatista governmentalprogramme • Federal government / Universidad Veracruzana agreement (2004) • UV-IIE: Seminaron Multicultural Education in Veracruz

18. Actors involved in the UVI creation Academic & Educational Institutions Indigenous Movements & Communities Rural Development & Human Rights NGOs

19. Universidad Veracruzana InterculturalHuasteca Regional Centre • Languages: • Nahua • Español • Otomí • Tepehua • Huasteco

20. Universidad Veracruzana InterculturalTotonacapan Regional Centre • Languages: • Español • Totonaco

21. Universidad Veracruzana InterculturalGrandes Montañas Regional Centre • Languages: • Nahua • Español

22. Universidad Veracruzana InterculturalSelvas Regional Centre • Languages: • Nahua • Español • Zoque Popoluca • Zapoteco • Mixe • Chinanteco

23. The B.A. study programmes at UVl 1st & 2nd student generation: B.A. in Sustainable Regional Development B.A. in Intercultural Management & Communication + cross-cutting Programme in “Languages and Cultures”

24. “Intercultural Management for Development”

25. Comunicación Derechos Lenguas Salud Sustentabilidad Licenciatura en Gestión Intercultural para el Desarrollo Virtual, tutorial y semipresencial PRESENCIAL PRESENCIAL “Multimodal Programme of Integrated Training”

26. Relation betweenResearch, Teaching & Community Service RESEARCH ResearchonCommunity Service ResearchonTeaching TeachingforResearch Community Servicefor Research TEACHING COMMUNITYSERVICE Community Service for Teaching Teaching on Community Service

27. The Students’ Community-Research • UVI students start researching on their community and regional realities, in order to: • Recognize sociocultural problems • Carry out local and regional “diagnosis” • Priorize social needs and community claims with regard to development measures • Create or strengthen networks of social actors linked to community or regional development

28. The teachers´community-research The UVI teaching and research staff: • carry out individual and collective research • closely linked to teaching and community service priorities, according to the 5 “orientations”(= departments) • search for relevant research with potenital impact in the regions of Veracruz

29. The Departments’ Research Priorities • COMMUNICATION • Management of arts and cultural projects • LANGUAGES • Processes of promoting indigenous language usage • Tools for linguistic and cultural recovery • Development of communicative competences • RIGHTS • Legal procedures of indigenous justice systems and models of conflict management • Indigenous peoples´ participation in decision-making, autonomy agreements and policy making • Gender-related discrimination and violence

30. The Departments’ Research Priorities • HEALTH • Health models in intercultural contexts • Social networks of health provision • Sociocultural epidemiology • Nutrition and interculturality SUSTAINABILITY • Agro-ecological production processes • Territorial appropriation for sustainable regional development

31. Collective research projects: • Participative water and water basin management in four regions of Veracruz • Articulation of inter-actor knowledge networks for sustainability • Visibilization of the Veracruz cultural heritage • Inter-Cultural, Inter-Lingual and Inter-Actoral Processes of Constructing and Managing Knowledge in the UVI(InterSaberes)

32. In-Service UVI Teacher Training: • “Laboratory on Research Methodologies” • M.A. Programme in Intercultural Education • Research Unit on Intercultural Studies

33. Ethnographic Meta-Research “InterSaberes” • To analize how diverse forms of knowledge are being constructed, exchanged, managed, linked and mutually fertilized throughout the UVI programme • To open and promote channels and networks among heterogeneous actors who generate and/or manage global and local forms of knowledge • To integrate these alternative forms of knowledge into the UVI academic programmes and community service activities • To elucidate the underlying “grammar of diversity” which helps to articulate cultural, ethnic, linguistic, religious, gender and generational dimensions of identity/alterity

34. Ethnographic Meta-Research “InterSaberes” • “Meta-discourse analysis” of inter-cultural, inter-lingual and inter-actoral networks of knowledge exchange, circulation and hybridization • Identification of underlying “grammar structures” of these networks and institutions, which allow for their multi-dimensional cohesion and integration: • their “semantic” dimension: the identity discourses of the participating academic, community and NGO actors, • their “pragmatic” dimension: the habitualized practices of interaction and of knowledge circulation among these actors • Their “syntactic” dimension: the UV institutinoal frames and their transformation through processes of decentralization, interdiscipinarization and departamentalization

35. Ethnographic Meta-Research “InterSaberes” • Dialogical research: • inter-actoral understanding • inter-lingual articulation • inter-cultural visibilization • Reflexive research: • intra-cultural, emic, empowerment perspective (difference, identity) • inter-cultural, etic, cross-cutting perspective (diversity, interaction) • trans-cultural, emic/etic, critical-transformational perspective (inequality, hegemony)

36. Ethnographic Meta-Research “InterSaberes” • Through 3 axes of analysis: • Inequality paradigm = “vertical analysis”, universalist approach & monolingual and monocultural habitus • Difference paradigm = “horizontal analysis”, particularist approach & multicultural habitus • Diversity paradigm = intercultural, i.e. relacional, transversal & “interseccional” analysis • Emphasis on the 3 dimensions: • “inter-cultural” = expressions and intertwinings of cultural and pedagogical practices which react to different, underlying logics or “grammars” • “inter-actoral” = patterns and channels of negotiation and mutual knowledge transfer among the different actors • “inter-lingual” = not substantial, but relational competences which ensure transfer and translation between heterogeneous and asymmetrical linguistic and cultural horizons

37. Ethnographic Meta-Research “InterSaberes” • To analize how diverse forms of knowledge are being constructed, exchanged, managed, linked and mutually fertilized throughout the UVI programme • To open and promote channels and networks among heterogeneous actors who generate and/or manage global and local forms of knowledge • To integrate these alternative forms of knowledge into the UVI academic programmes and community service activities • To elucidate the underlying “grammar of diversity” which helps to articulate cultural, ethnic, linguistic, religious, gender and generational dimensions of identity/alterity

38. Ethnographic Meta-Research “InterSaberes” • “Meta-discourse analysis” of inter-cultural, inter-lingual and inter-actoral networks of knowledge exchange, circulation and hybridization • Identification of underlying “grammar structures” of these networks and institutions, which allow for their multi-dimensional cohesion and integration: • their “semantic” dimension: the identity discourses of the participating academic, community and NGO actors, • their “pragmatic” dimension: the habitualized practices of interaction and of knowledge circulation among these actors • Their “syntactic” dimension: the UV institutinoal frames and their transformation through processes of decentralization, interdiscipinarization and departamentalization

40. Ethnographic Meta-Research “InterSaberes” • Dialogical research: • inter-actoral understanding • inter-lingual articulation • inter-cultural visibilization • Reflexive research: • intra-cultural, emic, empowerment perspective (difference, identity) • inter-cultural, etic, cross-cutting perspective (diversity, interaction) • trans-cultural, emic/etic, critical-transformational perspective (inequality, hegemony)

41. Ethnographic Meta-Research “InterSaberes” • Through 3 axes of analysis: • Inequality paradigm = “vertical analysis”, universalist approach & monolingual and monocultural habitus • Difference paradigm = “horizontal analysis”, particularist approach & multicultural habitus • Diversity paradigm = intercultural, i.e. relacional, transversal & “interseccional” analysis • Emphasis on the 3 dimensions: • “inter-cultural” = expressions and intertwinings of cultural and pedagogical practices which react to different, underlying logics or “grammars” • “inter-actoral” = patterns and channels of negotiation and mutual knowledge transfer among the different actors • “inter-lingual” = not substantial, but relational competences which ensure transfer and translation between heterogeneous and asymmetrical linguistic and cultural horizons

42. DIFFERENCE INEQUALITY • trans-cultural • structural (etic) • vertical • = “syntactical” axis • underlying structures • intra-cultural • identity-related (emic) • horizontal • = “semantic” axis • (verbalizable) discourse DIVERSITY • inter-cultural • “interseccional”, hybrid • cross-cutting • = “pragmatic” axis • (observable) praxis