Validating minority cultures in public education
It reflects on the broader possibilities of counter-hegemonic popular education, particularly within the Latin American region, envisioning ‘a world of many worlds’ based upon strong claims for cognitive justice.
Key words: Neoliberalism; Endogenous Education; Indigenous Resistance; Development Alternatives; Mexico.
Instead of opening channels for social inclusion, such programmes may serve to ‘pedagogise poverty alleviation’ (Rambla and Veger, 2009: 473).
Marginson (2008, 2011) presents a more differentiated view of higher education in the global frame.
His influential analysis (2008) sketches the ‘global field and global imagining’ of education, employing a combination of Bourdieu and Gramsci’s theories to distinguish an ‘autonomous’ subfield of elite higher education from a ‘heteronomous’ subfield of large-scale mass education with commercial characteristics.
‘Autonomy’ is associated with restricted production and hierarchical cultural status, while ‘heteronomy’ is associated with a hierarchy driven by economic capital and market demand.
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