The impact of COVID-19 on education provision to indigenous people in Mexico
Abstract As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing...
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| Format: | Article |
| Language: | English |
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Fundação Getúlio Vargas
2021-03-01
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| Series: | Revista de Administração Pública |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0034-76122021000100151&tlng=en |
| _version_ | 1798022031143337984 |
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| author | Elida Sánchez-Cruz Alfred Masinire Enrique Vez López |
| author_facet | Elida Sánchez-Cruz Alfred Masinire Enrique Vez López |
| author_sort | Elida Sánchez-Cruz |
| collection | DOAJ |
| description | Abstract As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing inequality and bring about major disruptions in the students’ learning process. In this context, the makeup of our diverse Mexican society and school communities calls for a political framework that promotes equal education and ensures a way of constructing knowledge that is accessible to all; a perspective in education that respects traditional groups and cultures, especially those who are usually financially disadvantaged, such as indigenous people. This article examines measures taken to support provision of online education, in general, and indigenous groups, in particular. The data collection approach to support the findings consisted of reviewing official websites from UNESCO, the Mexican Ministry of Education, and three states with the largest number of indigenous people (IP). The findings suggest that the production of TV programs and school booklets in indigenous languages show a considerable effort to reach out to indigenous communities throughout the country. Nevertheless, the measures taken by the national and state governments may still be deemed limited and somewhat biased in favor of monolingual students. |
| first_indexed | 2024-04-11T17:23:10Z |
| format | Article |
| id | doaj.art-1aaa8152e97141b2a8a2c040f32558df |
| institution | Directory Open Access Journal |
| issn | 0034-7612 |
| language | English |
| last_indexed | 2024-04-11T17:23:10Z |
| publishDate | 2021-03-01 |
| publisher | Fundação Getúlio Vargas |
| record_format | Article |
| series | Revista de Administração Pública |
| spelling | doaj.art-1aaa8152e97141b2a8a2c040f32558df2022-12-22T04:12:27ZengFundação Getúlio VargasRevista de Administração Pública0034-76122021-03-0155115116410.1590/0034-761220200502The impact of COVID-19 on education provision to indigenous people in MexicoElida Sánchez-Cruzhttps://orcid.org/0000-0002-3092-543XAlfred Masinirehttps://orcid.org/0000-0002-1329-8569Enrique Vez Lópezhttps://orcid.org/0000-0003-1117-5386Abstract As a result of the COVID-19 pandemic, measures have been taken globally to shut down schools at all levels and move education to the online arena, which entails a strong dependence on access to the internet and electronic gadgets. Measures such as these are bound to deepen already existing inequality and bring about major disruptions in the students’ learning process. In this context, the makeup of our diverse Mexican society and school communities calls for a political framework that promotes equal education and ensures a way of constructing knowledge that is accessible to all; a perspective in education that respects traditional groups and cultures, especially those who are usually financially disadvantaged, such as indigenous people. This article examines measures taken to support provision of online education, in general, and indigenous groups, in particular. The data collection approach to support the findings consisted of reviewing official websites from UNESCO, the Mexican Ministry of Education, and three states with the largest number of indigenous people (IP). The findings suggest that the production of TV programs and school booklets in indigenous languages show a considerable effort to reach out to indigenous communities throughout the country. Nevertheless, the measures taken by the national and state governments may still be deemed limited and somewhat biased in favor of monolingual students.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0034-76122021000100151&tlng=enCOVID-19 pandemiceducationMexicoindigenous peoplelanguage |
| spellingShingle | Elida Sánchez-Cruz Alfred Masinire Enrique Vez López The impact of COVID-19 on education provision to indigenous people in Mexico Revista de Administração Pública COVID-19 pandemic education Mexico indigenous people language |
| title | The impact of COVID-19 on education provision to indigenous people in Mexico |
| title_full | The impact of COVID-19 on education provision to indigenous people in Mexico |
| title_fullStr | The impact of COVID-19 on education provision to indigenous people in Mexico |
| title_full_unstemmed | The impact of COVID-19 on education provision to indigenous people in Mexico |
| title_short | The impact of COVID-19 on education provision to indigenous people in Mexico |
| title_sort | impact of covid 19 on education provision to indigenous people in mexico |
| topic | COVID-19 pandemic education Mexico indigenous people language |
| url | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0034-76122021000100151&tlng=en |
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