MEXICO CITY (MARCH 25-29, 2018)

Featured Presidential Sessions

A Dialogue between Decolonial Theories of Latin America and Subaltern Theories of South Asia

Monday, March 26th from 11:30 AM – 1:00 PM

Most theories of education in development are based on Eurocentric epistemologies and modernization discourses that suppress the diversity and intellectual heterogeneity of the world’s subaltern and non-dominant peoples and regions. However, theories developed by scholars of the global South can help us in CIE to critically examine the narrow conceptions of knowledge typically produced by international institutions and academia. In this session Enrique Dussel, Universidad Autónoma Metropolitana, and Gyanendra Pandey, Arts and Sciences Distinguished Professor in the Department of History at Emory University and a founding member of the Subaltern Studies project, will share their insights and engage in dialogue, comparing perspectives from different continents, about the potential contributions of Southern theories to the field of education. The session will be chaired by CIES President-Elect Regina Cortina and moderated by Ana Cecilia Galindo Diego, Co-Director of the Latin American Philosophy of Education Society at Columbia University.

Postcolonial Dialogues: The Role of History in Comparative and International Education

Monday, March 26th from 1:15 PM – 2:45 PM

This panel considers the role of history in recovering the postcolonial politics of comparative and international education. Can and should the field’s norms and purposes be reconstructed through greater historical reflexivity? What are the possibilities and limitations of historical inquiry for generating a postcolonial comparative and international education? The session will be chaired by Arathi Sriprakash, Sociologist of Education at the University of Cambridge and its panelists will include Keita Takayama of the University of New England, Jeremy Rappleye of the Faculty of the Graduate School of Education of Kyoto University. Respondents will include Noah Sobe, CIES President and Loyola University Chicago, and Elsie Rockwell, Faculty Member of the Departamento de Investigaciones Educativas, Centro de Investigación y Estudios Avanzados, Mexico City.

Incorporating Indigenous Knowledges into the Latin American University: A Discussion

Tuesday, March 27th from 11:30 AM – 1:00 PM

Due to the emergence of an Indigenous movement in Latin America and across the world, different Indigenous voices are calling into question the ontological foundations of academic knowledge, highlighting the need for the University to recognize the existence of other epistemologies and ways of creating and transmitting knowledges. While some universities have created ad hoc programs for the training of Indigenous scholars, these spaces are often insufficient, leading to the emergence of Indigenous universities. The panelists of this session, including Nallely Argüelles of the Universidad Veracruzana, Fernando García of the Peruvian Ministry of Education, and Gustavo Esteva, Collaborator with the Centro de Encuentros y Diálogos Interculturales and the Universidad de la Tierra of Oaxaca, Mexico, will discuss Indigenous knowledges as systems and the need to approach tertiary education from the perspective of epistemological diversity and interculturality. This session will be chaired by Luis Enrique López of the German Technical Assistance (GIZ).

Implications of (Un)Recognized Status on Students

Wednesday, March 28th from 11:30 AM – 1:00 PM

Over the last two and a half decades, during a booming economy and a political impasse unwilling to address immigration reform, the undocumented population in the United States grew to over 12 million. After the Great Recession and as the U.S increasingly became a “deportation nation” the number of undocumented people dropped to 11 million. What are the implications for the children who have grown up under this shadow over the last quarter century? There are 4.5 million U.S. citizen children who reside in mixed status homes and another million who are undocumented who arrived as children. In this panel, Roberto Suro, USC, William Pérez, Claremont Graduate University, and Víctor Zúñiga González, Tecnológico de Monterrey, will explore the implications for children within the context of the educational system in the U.S and Mexico. This panel discussion will be chaired by Carola Suárez-Orozco, UCLA.

Pathways to Successful Binational Trajectories: Students in the Tijuana-San Diego Region

Wednesday, March 28 from 1:15 PM – 2:45 PM

The researchers on this panel will use quantitative and qualitative information to contextualize the migration and education problematic in Mexico and California, with a special emphasis on the students in the border region. They will analyze how binationality shapes the educational trajectories of students, creating both obstacles and opportunities for them, depending on the side of the border where they live and study. Migration experiences have distinct socioemotional impacts on students, affecting the ways in which they develop a personal identity, set and achieve goals, and make conscientious decisions. The specific challenges faced by binational students, call for the enactment of comprehensive policies to support their educational trajectories. The presenters, including Monica Jacobo, Centro de Investigación y Docencia Económicas (CIDE) of Mexico, Alfonso Basulto, CIDE, Ana Barbara Mungaray, Universidad Autónoma de Baja California, and Melissa Floca, UCSD, will discuss the implications of their research on the design and implementation of strategies to serve this population effectively.

Where is Latin American Education Headed? A Long-Term Perspective

Thursday, March 29 from 8:00 AM – 9:30 AM

The past thirty years have seen enormous changes in Latin American education regarding expansion of access. Yet, the educational system also demonstrates enormous inequality, which is reflected in the extreme segregation of students by social class in different schools, unequal distribution of teacher and other resources, and varying qualities of private education, which makes public education largely a repository for the poor. What is the future of this change over the next generation? How does it fit into the economic and social changes that the region is witnessing? Is there the political appetite for social equalization in the next generation of economic growth? Is the region likely to try to equalize access to higher quality schooling? This panel will focus on these issues, which are addressed in Martin Carnoy’s new book. After a presentation by Carnoy, three additional panelists, Paula Louzano, Lemann Center for Educational Entrepreneurship and Innovation in Brazil at Stanford, Thomas Luschei, Claremont University, and Carlos Alberto Torres, University of California at Los Angeles, will discuss these questions from their perspectives as educational experts on Latin America. The panel will be chaired by José Ángel Pescador, National Institute for Educational Evaluation, Sinaloa Office.

The Blossom of Educational Reforms in Latin America (I & II)

Panel I – Thursday, March 29 from 11:30 AM – 1:00 PM;
Panel II – Thursday, March 29 from 1:15 PM – 2:45 PM

This discussion will be divided into two consecutive panels, both chaired by Carlos Ornelas from the Autonomous Metropolitan University of Mexico, with Martin Carnoy, Stanford University, and Robert Arnove, Indiana University, as discussants. Papers presented will deal with processes of education reform on basic education in several Latin American countries. The overall purpose of the panels is to offer a comparative perspective from the South on a topic with relevance in the region, mainly because of the similarities in the design and implementation of the reforms, from the Southern Cone to Mexico. Perspectives discussed in the papers highlight tensions between neoliberal efforts and the national traditions and the resistance of local political actors. Panelists will include Jason Beech, San Andrés University of Buenos Aires; Ana Ivenicki, Professor of Education at the Federal University of Rio de Janeiro; Beatrice Ávalos and Cristián Bellei, from the Center for Advanced Research in Education of the University of Chile; José Weinstein and Gonzalo Muñoz, from Diego Portales University; René Guevara Ramirez and Sandra Milena Tellez Rico, from the National Pedagogical University of Colombia; Brent Edwards, from the University of Hawaii; and Aurora Loyo, from the National Autonomous University of Mexico.