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: 1.Introduction: (Post) Colonial Categories? 2.The Legacy of Indigenism 3.Lessons from Indigenous Bilingual Education 4.Interculturalizing the Educational System 5.The Diversity of Diversities in rural Mexico 6. An Ethnographic Example from an “Intercultural University”

3. (Post) Colonial Categories? persistance of colonial classifications of difference = system of “castas” shapes perception of cultural diversity since then

5. The Legacy of Indigenism Development of a particular set of policies for indigenous peoples Defined and implemented by non- indigenous actors First by colonial administration, later by nation-state institutions Oscilates in its aims over time

6. Phases of Indigenismo Policies 1)Colonial period: * segregation * corporatism * paternalism * parroquialism 2)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. Interculturalizing the Educational System “Bilingual bicultural indigenous education”, as part of indigenismo policies De facto often instrumental use of indigenous language for transitory bilingualism Since nineties: “intercultural bilingual education”

10. Contemporary (Neo-/Post-)Indigenism? 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)

11. Tendencies in the Mexican Educational System 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 between the State / Indigenous Peoples “Post-indigenism” “Judicialization”, legal recognition of indigenous rights / of access to rights Visibilization of cultural difference Multiculturalization through empowerment Interculturalization of curricula Debate on “diversity management”

13. The Diversity of Diversities in rural Mexico Beyond indigenous/mestizo identity divide Emergence of new identities, with regard to: religious pluralisation gender and sexual orientation generation, youth cultures migration, “rurban” experiences

14. The Diversity of Diversities Three notions/uses of diversity: 1.Diversity as a problem => assimilation / integration / segregation 2.Diversity as a right => affirmative action, anti-discrimination 3.Diversity as a resource => intercultural, translational competences

15. An Ethnographic Example from an “Intercultural University” Universidad Veracruzana Intercultural (UVI) since 2005, as part of Universidad Veracruzana decentralized, regionalized structure intercultural and interlingual curriculum B.A. and M.A. programme close relation between teaching / research / community service provision

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

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

19. Universidad Veracruzana Intercultural Huasteca Regional Centre Languages: –Nahua –Español –Otomí –Tepehua –Huasteco

20. Universidad Veracruzana Intercultural Totonacapan Regional Centre Languages: –Español –Totonaco

21. Universidad Veracruzana Intercultural Grandes Montañas Regional Centre Languages: –Nahua –Español

22. Universidad Veracruzana Intercultural Selvas 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. “Orientations”Related social needs & claims Languages Lack of dynamics & tools to use and mainstream indigenous languages Communication Scarce visualization & contextualization of cultural resources and heritage Sustainability Lack of community-rooted and sustainable production and environmental reconstruction projects Rights Asymmetries in justice system and lack of “bridges” between plural legal systems Health Lack of access to health care and of recognition for alternative health systems “Intercultural Management for Development”

25. ComunicaciónDerechosLenguasSaludSustentabilidad PRESENCIAL Virtual, tutorial y semipresencial “Multimodal Programme of Integrated Training” Licenciatura en Gestión Intercultural para el Desarrollo

26. RESEARCH TEACHING COMMUNITY SERVICE Research on Teaching Teaching for Research Teaching on Community Service Community Service for Teaching Research on Community Service Community Service for Research Relation between Research, Teaching & Community Service

27. 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 The Students’ Community-Research

28. 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 The teachers´community-research

29. 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 The Departments’ Research Priorities

30. 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 The Departments’ Research Priorities

31. 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) Collective research projects:

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

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: 1) inter-actoral understanding 2) inter-lingual articulation 3) inter-cultural visibilization Reflexive research: 1) intra-cultural, emic, empowerment perspective (difference, identity) 2) inter-cultural, etic, cross-cutting perspective (diversity, interaction) 3) 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

39. semanticspragmaticssyntax actor-centredinteraction-centredinstitution-centred Identity, ethnicityculture (intra- / inter-culture) territorialized units = discourse= practice= structure ethnographic interviews participant observation“intercultural workshops” = emic= etic= emic / etic (“epistemological windows”)

40. Ethnographic Meta-Research “InterSaberes” Dialogical research: 1) inter-actoral understanding 2) inter-lingual articulation 3) inter-cultural visibilization Reflexive research: 1) intra-cultural, emic, empowerment perspective (difference, identity) 2) inter-cultural, etic, cross-cutting perspective (diversity, interaction) 3) 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. INEQUALITY DIVERSITY DIFFERENCE trans-cultural structural (etic) vertical = “syntactical” axis underlying structures intra-cultural identity-related (emic) horizontal = “semantic” axis (verbalizable) discourse inter-cultural “interseccional”, hybrid cross-cutting = “pragmatic” axis (observable) praxis