Latin America Educational Ethnography

DIANA MILSTEIN; CLEMENTE, ANGELES

The Wiley Handbook of Ethnography of Education

Wiley

Año: 2018; p. 195 - 214

In this chapter, the authors´ review is organized according to lines of research that have emerged from different Latin American contexts. The chapter discusses the authors´ findings into four different topics that relate to important academic insights and frameworks influencing political agendas that acknowledge inequality and the need for cultural and educational democratization. It examines some examples of current issues involving how education interacts with race, ethnicity, nationality, gender, childhood, youth, literacy, language, and policy. Among the cultural and social inequalities dealt with within ethnographic studies of education, gender has attracted significant attention, especially in research on differentiated experiences between genders in formal and informal educational contexts. Educational ethnography has amply researched the relationship between ?family? and ?school?. This research interest has spun into studies on childhood and youth education. The future of ethnography and education in Latin America looks promising. It has redefined educational problems, set innovative perspectives, and revealed previously ignored educational issues.