ABSTRACT

This article offers a critical appraisal of educación intercultural bilingüe, an educational model with at least five decades of implementation. When this term was coined, Indigenous populations were mostly monolingual and their settlements mostly rural and distant from the seats of cultural hegemony and power. The situation is now different; Indigenous individuals have also reached the centres of power, reclaiming their indigeneity. With these profound social, cultural and economic changes in mind, the evolution of EIB is examined to determine whether it still responds to the varying needs and expectations of Indigenous individuals, as well as to different sociolinguistic settings, since they may now be either passive or active bilinguals or even, increasingly, monolingual in the hegemonic language. We look at EIB through the lens of language ideology, policy and planning, and also through an educational one. Its main contributions to public policy vis-à-vis cultural and linguistic diversity are outlined and examined through a twofold perspective: a top-down one characterising official EIB, and a bottom-up one resulting from Indigenous agency. We close with an analysis of the challenges and possible new horizons for intercultural bilingual education and other Indigenous political-pedagogical undertakings.

摘要

本文对educación interculture bilingüe 进行了批判性评价，一种至少实施了五年的教育模式。当这个词被创造出来时，土著居民大多是单一语言，他们的定居点大多是农村的，远离文化霸权和权力的所在地。现在的情况不同了；土著人也到达了权力的中心，恢复了他们的土著身份。考虑到这些深刻的社会、文化和经济变化，对 EIB 的演变进行了检查，以确定它是否仍然对土著个人的不同需求和期望以及不同的社会语言环境做出反应，因为他们现在可能是被动的或霸权语言中活跃的双语者甚至越来越多的单语者。我们从语言意识形态、政策和规划以及教育角度来看待 EIB。其对文化和语言多样性方面的公共政策的主要贡献通过双重视角进行概述和审查：自上而下的代表官方 EIB，自下而上的来自土著机构。我们最后分析了跨文化双语教育和其他土著政治教育事业的挑战和可能的新视野。