Lights and Shadows of intercultural bilingual education policy in Honduras
DOI:
https://doi.org/10.5377/paradigma.v20i33.1422Keywords:
education, interculturallity, bilingualism, culturally differentiated peopleAbstract
Given the great diversity of languages and cultures in Latin America the Spanish colonialists, for purposes of Christianization and Hispanization, took different measures as the use of sign language, the use of interpreters from and to lingua franca (Nahuatl and Quechua) and the religious teaching in vernacular languages, considered as “inferior and wild” but fit for purpose. Subsequently, the processes of Latin American independence, in an effort to build the nation states unity have established policies on the basis of the official recognition of the Spanish language assuming that the original cultures, different from the national imaginary white-mestizo, were an obstacle to the development of the modern state. Thus, beyond its secular discrimination and marginalization, culturally differentiated people were made officially invisible until the 1960’s. By that time, there was a movement claiming for citizenship based on cultural rights, this milestone marks the beginning of the bilingual-education programs exchange. This paper analyzes the characteristics of these policies in Honduras, the lights and shadows that it spreads over the Honduran context that is dealing with major challenges in the construction of a diverse and inclusive nation.
DOI: http://dx.doi.org/10.5377/paradigma.v20i33.1422
Paradigma: Revista de Investigación Educativa. Año 20. No. 33; 9-22
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