Voices and Agencies in the Education of Young Rural Andean Women: A Qualitative Look
Keywords:
Language teachers, higher education, learning experiences, qualitative research.Abstract
This qualitative study describes the voices and agencialities of female rural Andean students enrolled in high school. The study explores how educational practices and discourses in the school and family context impact these young women’s voices and agencialities. Also analyzed are the actions they are taking to change their existing situation. The post-structural approach and theories of resistance, voice and power inform the literature review and analysis of the study, which describes the many educational and sociocultural obstacles the young women face: an educational curriculum not adapted to their needs, untrained teachers with low expectations for their students’ future, and an educational environment that silences their voices. The results show that despite of all obstacles, these women have a firm determination to seek a different future, rather than live under the oppressive patriarchal cycle their mothers and female relatives have endured.Downloads
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References
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Alvarado, B. (2006). Issues of voice and agency in rural Andean young women´s education. Doctoral dissertation, The Ohio State University.
Ames, P. (1999). Mejorando la escuela rural: Tres décadas de experiencias educativas en el Perú. IEP, Documento de trabajo Nº 96.
Ames, P. (2002). Para ser iguales, para ser distintos. Educación, escritura y poder en el Perú. Lima: Instituto de Estudios Peruanos.
Ames, P. (2005). When access is not enough: Educational exclusion of rural girls in Peru. In S. Aikman & E. Unterhalter (Eds.), Beyond access: Transforming policy and practice for Gender Equality in Education (pp. 149-166). Oxford: Information Press.
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Barton, A., Ermer, J., Burkett, T. y Osborne, M. (2003). Teaching science for social justice. New York: Teachers College Press.
Baxter, J. (2003). Positioning gender is discourse. A feminist methodology. New York: Palgrave Macmillan.
Branson, J., & Miller, D. (1995). Sign language and the discursive construction of power over the deaf through education. In C. Corson (Ed.), Discourse and power in educational organizations (pp. 167-191). Cresskill: Hampton Press, Inc.
Comisión Económica para América Latina y el Caribe, United Nations Educational, Scientific and Cultural Organization (1992). Education and knowledge: core of fair productive transformation. Santiago, Chile: Autor.
Céspedes, N. (2005). Derecho a la educación en el Peru: A propósito del balance de la educación 1999-2003. Tarea, Revista de Educación y Cultura, 61(8), 45-52.
Chowdhury, Kowsar P. (1993). Women's Education: Barriers and Solutions. Education and Social Policy Department, World Bank, Washington, D.C.
Corson, D. (1993). Language minority education and gender: linking social justice and power. Clevedon: Multilingual Matters Ltd.
Estabridis, I., Carbonel, M. (2001). Un estudio comparativo de cuatro experiencias de educación rural Andina en el Perú. CARE, Documento de trabajo.
Dorney, J. (1995). Educating towards resistance: a task for women teaching grils. Youth and Society, 27(1), 55-72.
Foucault, M. (1981). A question of method: an interview with Michel Foucault. Ideology and Consciousness, 8(6), 4-14.
Godenzzi, J. C., Flores, E., & Ramírez, E. (2000). Quiero tomar la palabra. Comunicación e integración de las niñas en la familia, la escuela y la comunidad. II Conferencia Nacional de Educación de las Niñas de Áreas Rurales. CARE, Ministerio de Educación, Cooperación Técnica República Federal de Alemania.
Gordon, T. (2006). Girls in education: citizenship, agency and emotions. Gender and Education, 18(1),1-15.
Harris, P. (2001). Towards a critical post-structuralism. Social Work Education, 20(3), 335-350.
Hayes, E. (2000). Social contexts. In E. Hayes & D. Flannery (Eds.), Women as learners: the significance of gender in adult learning (pp. 23-53). San Francisco: Jossey-Bass Publishers.
Hunt, B. (2004). La educación primaria peruana: aún necesita mejorarse. In P. Arregui; M. Benavides; S. Cueto; B. Hunt; J. Saavedra; & W. Secada (Eds.), ¿Es posible mejorar la educación peruana? Lima: GRADE.
Kenway, J. & Modra, H. (1992). Feminist pedagogy and emancipatory possibilities. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp.138-167). New York: Routledge.
Instituto Nacional de Estadística e Informática. (2001). Condiciones de vida de los departamentos de Perú. Encuesta Nacional de Hogares IV trimestre. Lima: Autor.
Karlekar, M (2000). Girls’ access to schooling: An assessment. In R. Wazir (Ed.), The gender gap in basic education. London: Sage Publications.
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(2), 135–145.
Mitra, D. (2004). The significance of students: can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651-688.
Newman, S. (2001). From Bakunin to Lacan: anti-authoritarianism and the dislocation of power. New York: Lexington Books.
Organisation for Economic Co-operation and Development & United Nations Educational, Scientific and Cultural Organization. (2003). Literacy skills for the World of tomorrow. Further results from PISA 2000: Autor.
Ramírez, E. (2004). Estudio sobre la educación para la población rural en Perú. Proyecto FAO, UNESCO, DGCS Italia, REDUC.
Robinson, V. (1995). The identification and evaluation of power in discourse. In C. Corson (Ed.), Discourse and power in educational organizations (pp.111-133). Cresskill: Hampton Press, Inc.
Ropers-Huilman, B. (1998). Feminist teaching in theory and practice. Situating power and knowledge in poststructural classrooms. New York: Teachers College Press.
Rumrrill, R. (2001). La educación en la Amazonia. Navegando a la deriva y al borde del naufragio. In Espinosa, E. (Ed.), Cuadernos Arguedianos (pp. 9-18). Lima: Escuela Nacional Superior de Folklore José María Arguedas.
Schutt, R. (2001). Investigating the social world: the process and practice of research. Boston: Pine Forge Press.
Sánchez, U. y Vásquez, J. (2002). Problemas educativos en el Perú: historia, causas y consecuencias. The Consortium in Latin American Studies at the University of North Carolina at Chapel Hill and Duke University. Working Paper Series.
Tovar, T. (2004). Una ley para Justina, el mañana empieza hoy. Ley de Fomento de la Educación de las Niñas y Adolescentes Rurales Nº 27558. Lima.
Uccelli, F. (1999). Familias campesinas. Educación y democracia en el sur andino. IEP, Documento de trabajo Nº 104.
Winkler, D. (2004). Investigaciones sobre etnicidad, raza, género y educación en las américas. In D.R. Winkler & S. Cueto (Eds.). Etnicidad, raza, género y educación en América Latina. Washington, DC: PREAL.
Wodak, R. (1995). Power, discourse, and styles of female leadership in school committee meetings. In C. Corson (Ed.), Discourse and power in educational organizations (pp. 31-55). Cresskill: Hampton Press, Inc.
Alvarado, B. (2006). Issues of voice and agency in rural Andean young women´s education. Doctoral dissertation, The Ohio State University.
Ames, P. (1999). Mejorando la escuela rural: Tres décadas de experiencias educativas en el Perú. IEP, Documento de trabajo Nº 96.
Ames, P. (2002). Para ser iguales, para ser distintos. Educación, escritura y poder en el Perú. Lima: Instituto de Estudios Peruanos.
Ames, P. (2005). When access is not enough: Educational exclusion of rural girls in Peru. In S. Aikman & E. Unterhalter (Eds.), Beyond access: Transforming policy and practice for Gender Equality in Education (pp. 149-166). Oxford: Information Press.
Ansión, J. (1995). Del mito de la educación and proyecto educativo. In G. Portocarrero & M. Valcárcel (Eds.), El Perú frente al siglo XXI. Lima: Pontificia Universidad Católica. Fondo Editorial.
Barton, A., Ermer, J., Burkett, T. y Osborne, M. (2003). Teaching science for social justice. New York: Teachers College Press.
Baxter, J. (2003). Positioning gender is discourse. A feminist methodology. New York: Palgrave Macmillan.
Branson, J., & Miller, D. (1995). Sign language and the discursive construction of power over the deaf through education. In C. Corson (Ed.), Discourse and power in educational organizations (pp. 167-191). Cresskill: Hampton Press, Inc.
Comisión Económica para América Latina y el Caribe, United Nations Educational, Scientific and Cultural Organization (1992). Education and knowledge: core of fair productive transformation. Santiago, Chile: Autor.
Céspedes, N. (2005). Derecho a la educación en el Peru: A propósito del balance de la educación 1999-2003. Tarea, Revista de Educación y Cultura, 61(8), 45-52.
Chowdhury, Kowsar P. (1993). Women's Education: Barriers and Solutions. Education and Social Policy Department, World Bank, Washington, D.C.
Corson, D. (1993). Language minority education and gender: linking social justice and power. Clevedon: Multilingual Matters Ltd.
Estabridis, I., Carbonel, M. (2001). Un estudio comparativo de cuatro experiencias de educación rural Andina en el Perú. CARE, Documento de trabajo.
Dorney, J. (1995). Educating towards resistance: a task for women teaching grils. Youth and Society, 27(1), 55-72.
Foucault, M. (1981). A question of method: an interview with Michel Foucault. Ideology and Consciousness, 8(6), 4-14.
Godenzzi, J. C., Flores, E., & Ramírez, E. (2000). Quiero tomar la palabra. Comunicación e integración de las niñas en la familia, la escuela y la comunidad. II Conferencia Nacional de Educación de las Niñas de Áreas Rurales. CARE, Ministerio de Educación, Cooperación Técnica República Federal de Alemania.
Gordon, T. (2006). Girls in education: citizenship, agency and emotions. Gender and Education, 18(1),1-15.
Harris, P. (2001). Towards a critical post-structuralism. Social Work Education, 20(3), 335-350.
Hayes, E. (2000). Social contexts. In E. Hayes & D. Flannery (Eds.), Women as learners: the significance of gender in adult learning (pp. 23-53). San Francisco: Jossey-Bass Publishers.
Hunt, B. (2004). La educación primaria peruana: aún necesita mejorarse. In P. Arregui; M. Benavides; S. Cueto; B. Hunt; J. Saavedra; & W. Secada (Eds.), ¿Es posible mejorar la educación peruana? Lima: GRADE.
Kenway, J. & Modra, H. (1992). Feminist pedagogy and emancipatory possibilities. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp.138-167). New York: Routledge.
Instituto Nacional de Estadística e Informática. (2001). Condiciones de vida de los departamentos de Perú. Encuesta Nacional de Hogares IV trimestre. Lima: Autor.
Karlekar, M (2000). Girls’ access to schooling: An assessment. In R. Wazir (Ed.), The gender gap in basic education. London: Sage Publications.
Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39(2), 135–145.
Mitra, D. (2004). The significance of students: can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651-688.
Newman, S. (2001). From Bakunin to Lacan: anti-authoritarianism and the dislocation of power. New York: Lexington Books.
Organisation for Economic Co-operation and Development & United Nations Educational, Scientific and Cultural Organization. (2003). Literacy skills for the World of tomorrow. Further results from PISA 2000: Autor.
Ramírez, E. (2004). Estudio sobre la educación para la población rural en Perú. Proyecto FAO, UNESCO, DGCS Italia, REDUC.
Robinson, V. (1995). The identification and evaluation of power in discourse. In C. Corson (Ed.), Discourse and power in educational organizations (pp.111-133). Cresskill: Hampton Press, Inc.
Ropers-Huilman, B. (1998). Feminist teaching in theory and practice. Situating power and knowledge in poststructural classrooms. New York: Teachers College Press.
Rumrrill, R. (2001). La educación en la Amazonia. Navegando a la deriva y al borde del naufragio. In Espinosa, E. (Ed.), Cuadernos Arguedianos (pp. 9-18). Lima: Escuela Nacional Superior de Folklore José María Arguedas.
Schutt, R. (2001). Investigating the social world: the process and practice of research. Boston: Pine Forge Press.
Sánchez, U. y Vásquez, J. (2002). Problemas educativos en el Perú: historia, causas y consecuencias. The Consortium in Latin American Studies at the University of North Carolina at Chapel Hill and Duke University. Working Paper Series.
Tovar, T. (2004). Una ley para Justina, el mañana empieza hoy. Ley de Fomento de la Educación de las Niñas y Adolescentes Rurales Nº 27558. Lima.
Uccelli, F. (1999). Familias campesinas. Educación y democracia en el sur andino. IEP, Documento de trabajo Nº 104.
Winkler, D. (2004). Investigaciones sobre etnicidad, raza, género y educación en las américas. In D.R. Winkler & S. Cueto (Eds.). Etnicidad, raza, género y educación en América Latina. Washington, DC: PREAL.
Wodak, R. (1995). Power, discourse, and styles of female leadership in school committee meetings. In C. Corson (Ed.), Discourse and power in educational organizations (pp. 31-55). Cresskill: Hampton Press, Inc.
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Published
2010-11-01
