The digital divide between Latinos and Non-Latinos in the United States is narrowing, but what does that really mean?
Dr. Maureen Porter has always been surrounded by indigenous cultures. Some of her favorite memories were going on outings with her diverse extended family.
When one considers Mexican immigration to the U.S., many envision groups of poor families sluggishly yet relentlessly crossing numerous boundaries in order to reach the land presumed to abound with opportunities. However, in some cases, the families that cross the U.S./Mexican border are not impoverished but affluent, using the resources they have to escape the violence that continually looms over them.
On September 21st, the University of Pittsburgh’s Institute for International Studies in Education and School of Education combined with the University Center for International Studies to hold a day long symposium on indigenous education. The event had an international focus with eight different presenters discussing indigenous issues around the world. Beyond the presentations, there were also a tables focusing on indigenous culture from Peru to Samoa. Even the lunch was provided with a theme of traditional indigenous food and performers.
The Intellectual Battles in Revolutionized Latin America
Paulo Freire (1921-1997) is not only one of the most relevant Latin American educators of the last hundred years, but also one of the most important educators in the contemporary era worldwide. He achieved popularity following the publication of two of his books in which he systematizes the lessons learned during his work in Brazil and Chile in the1960s: Educação como prática da liberdade, of 1967, and Pedagogia do oprimido, of 1970.
Speaking to a crowd in the southern state of Chiapas in February, a region with the largest indigenous population in Mexico, Pope Francis condemned what he called “the systemic and organized way your people have been misunderstood and excluded from society” (Puella and Bernstein, 2016). These misunderstandings and exclusion have created in Mexico a situation in which indigenous communities face significantly higher rates of poverty, a problem that impacts their overall quality of life and access to basic resources for 12.6 percent of the population.
By the end of 2012, Brazilian graduate education comprises 1,717 doctoral, 2,894 Academic Master's, and 395 Professional Master's programs. We see a basically continuous upward line regarding the number of doctoral, Master's, and Professional Master's programs. There are no breaks or shifts in this pattern that may be associated to political or institutional changes. We see no pattern breaks after 1985, when the military regime gave way to civilian governments.
The crowd of students and professors filled a street in Old San Juan, chanting, “¡Somos estudiantes, no somos criminales!” Puerto Rican police officers and a SWAT team made a barrier between the angry, yet peaceful crowd and the rest of the street leading to la Fortaleza, the governor’s mansion.
“No human being should eat from the garbage, but we, the street children, are barely human beings.”1 Joel is a 13-year-old boy who lives in the streets of La Paz, Bolivia. It is not uncommon for Joel and other street children to scour through dumpsters for scraps of food in order to survive. He believes that he and children like him represent the dregs of society, the “garbage.”