์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
6 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Educational Contexts, Feminism and Gender identities of Adolescents from a Rural Mayan Town in Yucatan (Iberoamerican Journal of Education; vol. 89, no. 1) ๋ฐํ ์ฐ๋: 2022 ์ ์: Silvia Montejo Murillo ๋จ์ฒด ์ ์: Organizaciรณn de Estados Iberoamericanos (OEI) The purpose of this article is to compare and explore the gender identity of adolescent women from a rural Mayan locality, from two of their educational contexts: the telesecundaria school and daily life in the community. Interviews and participant observation were used to obtain qualitative primary data. Among the main findings, it stands out that the institutional structure and rigidity of the school limits adolescents from being able to act at certain times from social attributes different from those offered by their locality. Likewise, the school contributed to the individualization of the participants and trained them to have foreign values as a desirable representation of โdevelopmentโ, aspects that do not necessarily contribute to the idea of โcommunityโ. Contextos educativos, educaciรณn e identidades de gรฉnero de adolescentes de una localidad rural maya en Yucatรกn (Revista Ibero-americana de Educaรงรฃo; vol. 89, nรบm. 1) ๋ฐํ ์ฐ๋: 2022 ์ ์: Silvia Montejo Murillo ๋จ์ฒด ์ ์: Organizaciรณn de Estados Iberoamericanos (OEI) El propรณsito de este artรญculo es comparar y explorar la identidad de gรฉnero de mujeres adolescentes de una localidad rural maya, desde dos de sus contextos educativos: la escuela telesecundaria y la vida cotidiana en la comunidad. Se utilizaron entrevistas y observaciรณn participante para obtener los datos primarios cualitativos. Entre los principales hallazgos se destaca, que la estructura y rigidez institucional de la escuela, limita a las adolescentes poder actuar en ciertos momentos desde atributos sociales distintos a los que les ofrece su localidad. Asimismo, la escuela contribuyรณ a la individualizaciรณn de las participantes y las formรณ para tener como representaciรณn deseable del โdesarrolloโ los valores del exterior, aspectos que no contribuyen necesariamente a la idea de โcomunidadโ. 
Quality Adult Education Benchmarks for Indigeneous Education ๋ฐํ ์ฐ๋: 2011 ์ ์: Sandra L. Morrison | Timote Vaioleti ๋จ์ฒด ์ ์: Asia South Pacific Association for Basic and Adult Education (ASPBAE) In November 2010, in Indonesia, Asia South Pacific Association for Basic and Adult Education(ASPBAE) brought together a number of educators from across its region to discuss benchmarking quality adult education for indigenous peoples. Educators came from across the ASPBAE region including the Philippines, India, Nepal, New Zealand, Australia, Thailand, Indonesia and Uzbekistan to share experiences and to build a collective understanding of what constitutes a good quality adult education program for indigenous peoples. Discussions were informed by a broader ASPBAE Quality Adult Education Framework, which had its origins in discussions held in 2009. The Core of the Framework is grounded on ASPBAEโs commitment to education as a right, adult education for transformation, and adult and basic education as integral and interโconnected components of the vision of lifelong learning (Guevara, 2010). Other frameworks promoted by ASPBAE for education to be empowering, proโpoor, gender just and sustainable were also important considerations. The 2010 gathering served as a nodal point to discuss the ASPBAE framework more deeply and to reaffirm or create a set of benchmarks for indigenous education which can be validated through a subsequent national and regional consultation process. Intercultural Multilingual Education in Latin America: Mexico, Guatemala, Colombia, Brazil, Ecuador, Peru, Bolivia and Paraguay, and Norway ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: Internacional de la Educaciรณn para Latinoamerica This document deals with Intercultural Bilingual Education (IBE), its current status and the concepts and processes driving it today โ and in a certain way the conflicts encompassing it. It contains information on Mexico, Guatemala, Colombia, Brazil, Ecuador, Peru, Bolivia and Paraguay, and includes some data and comments on Norway. Certainly all Latin America is involved in the topic, one way or another, but for now this is the geographical scope of the paper. It seeks to give an overview of the whole and profile a few specific aspects by country. Educaciรณn Multilingรผe e Intercultural en Amรฉrica Latina: Mรฉxico, Guatemala, Colombia, Brazil, Ecuador, Perรบ, Bolivia y Paraguay y Noruega ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: Internacional de la Educaciรณn para Latinoamerica This document deals with Intercultural Bilingual Education (IBE), its current status and the concepts and processes driving it today โ and in a certain way the conflicts encompassing it. It contains information on Mexico, Guatemala, Colombia, Brazil, Ecuador, Peru, Bolivia and Paraguay, and includes some data and comments on Norway. Certainly all Latin America is involved in the topic, one way or another, but for now this is the geographical scope of the paper. It seeks to give an overview of the whole and profile a few specific aspects by country. Multilingue et รฉducation interculturelle en Amรฉrique latine: le Mexique, le Guatemala, la Colombie, le Brรฉsil, l'รquateur, le Pรฉrou, la Bolivie et le Paraguay et la Norvรจge ๋ฐํ ์ฐ๋: 2011 ๋จ์ฒด ์ ์: Internacional de la Educaciรณn para Latinoamerica Ce document traite de l'รฉducation interculturelle bilingue (BIE), son รฉtat actuel et les concepts et les processus de conduite aujourd'hui - et d'une certaine maniรจre les conflits englobant elle. Il contient des informations sur le Mexique, le Guatemala, la Colombie, le Brรฉsil, l'รquateur, le Pรฉrou, la Bolivie et le Paraguay, et comprend quelques infomations et commentaires sur la Norvรจge. Certes, toute l'Amรฉrique Latine est impliquรฉ dans le sujet, d'une faรงon ou d'une autre, mais pour l'instant c'est la portรฉe gรฉographique du papier. Il vise ร donner un aperรงu de l'ensemble et le profil de quelques aspects spรฉcifiques par pays.