Call for papers Sinéctica 49
•Theme: Basic rural education in Latin America
•Submissions deadline: January 31, 2017
•Coordinator: Diego Juárez Bolaños (Universidad Iberoamericana, Mexico City)
Rural education is a reality that millions of people in Latin America live, but has been placed in the dark from social research or the media´s spotlight. During the first half of the 20th century, one of the main issues that rural population in this region suffered regarding educational equity was the lack of school access. However, with time the need of access to primary and secondary schools ceased to be the most important educational problem in Latin America´s rural areas and a new problem emerged: the obstacles children faced to complete their basic education and their low educational achievement levels in comparison with the urban environment; however access difficulties that affected the rural population during that period still have an impact on the educational gap: there are millions of people over fifteen years old who have not completed their basic education.
Evaluations from standardized tests applied by national and international institutions such as the Program for International Student Assessment (PISA) used by the Organization for Economic Co-operation and Development or UNESCO´s Latin American Laboratory for Assessment of the Quality of Education (LLECE) show that in mestizo and indigenous rural schools in Latin American these students get the lowest scores. School dropout, overage (students who are two years older than the average age for the expected grade) and educational gap are conditions that denote the presence of problems that don’t allow these populations to exercise the right to education.
A significant percentage of rural schools must work with multigrade students. However, research literature indicates that the actions taken by Latin American countries to attend rural schools are inadequate: Most classrooms lack pedagogical models and teaching materials designed on the particularities of rural and multigrade teaching. There are few exceptions, but mostly teacher training does not prepare future teachers for the pedagogical work in these contexts. Therefore we require strengthening community participation models, contextualized school management, and considering the complex processes that rural areas face such as: Social exclusion, marginalization, poverty, violence, and the educational gap.
With such a complex issue, Sinéctica is open for submissions of academic and unpublished texts that address the diverse dimensions of formal education that take place in Latin America´s rural areas. We are open for research, theoretical reflections and educational experiences that address the theme, which may include:
1. Theoretical and conceptual views that build a framework that facilitate the analysis of rural formal education.
2. Educational policies focused on rural areas.
3. The role of planning, curriculum and teaching strategies in the context of rural areas, including multigrade.
4. The role, relevance and contextualization of internal and external evaluations applied to various actors in rural schools.
5. School management and the role of supervisors and other support figures.
6. Education training (basic and continuous).
7. Education as a means to address inequality, poverty, marginalization and social violence in rural areas.
8. Successful experiences in the field of rural education.
9. The production of knowledge in rural areas, modes of transmission and reference with school culture.
Note: We remind you that Sinéctica is open at all times to receive manuscripts, research reports, essays and reviews on various topics of the educational field not related to the theme of this issue.
Only unpublished articles and current research results are accepted.
Receiving items in http://sinectica.iteso.mx
See the Guidelines for authors here: https://sinectica.iteso.mx/index.php/SINECTICA/about/submissions#authorGuidelines