Blanca Mendoza
Licenciadad en Ciencias de la Educación por la Universidad de Xalapa, México. Maestra en Investigación Educativa por la Universidad Veracruzana, México (financiamento del CONACYT). Doctora en Educación por la Universidad Autónoma de Barcelona, España (financiamiento del CONACYT). Actualmente es docente-investigadora en la Universidad Nacional de Educación en Ecuador. Ha participado en investigaciones en México, España y Ecuador. Miembro del grupo de investigación Educación Decolonial y Epistemologías del Sur (EduSUR).
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Thesis by Blanca Mendoza
Para esto se llevó a cabo la construcción de un marco teórico en el cual se trabajaron individualmente los temas de interculturalidad y competencias para después hacer una triangulación con el concepto de competencias interculturales.
Se utiliza la etnografía doblemente reflexiva para acercarnos a nuestros sujetos de investigación y obtener información con la que después llevaremos a cabo una triangulación analítica entre el discurso de profesores y alumnos, el performance (las acciones observables) y el Programa Multimodal de la Universidad Veracruzana Intercultural.
Papers by Blanca Mendoza
*Para solicitar el artículo original escribir al correo: blanca.mendoza@unae.edu.ec
*To request the original article write to: blanca.mendoza@unae.edu.ec
From said research overview we identified three central dimensions allowing us to analyze success academic trajectories of Moroccan female students:
Personal dimension. Refers to attitudes and values towards education (such as endurance, determination, ambition, responsibility, etc.) and the usage of agency to the construction of her own life project.
Family and community dimension. Includes social structures in close contact with the student influencing her academic trajectory (such as the relationship between family and home community, family gender roles, parents support, etc.).
Social and institutional dimension. Refers to the cultural and political conditions of the mainstream society affecting this group. This dimension includes the scholar models and care policies for minority groups, the relationship between school and family, the role of teachers, and the relationship between student and peers.
This work’s theoretical framework has two axes. On one hand, the cultural-ecological perspective (Ogbu, 2003) and its reviews, that seeks to analyze the elements influencing academic performance of immigrant and minority students. This means taking into account three elements: their historical relationship with the mainstream society, their current situation within the host society, and the strategies that the students create from their perception of the structure of opportunities offered by the mainstream society. On the other hand, the Islamic feminism (Wadud, 1999) that entitles the figure of the Muslim woman. This perspective demands the restoration of the original Koranic message about the fundamental right of equality between men and women. Islamic feminism will be helpful to articulate the conditions of Muslim Moroccan woman and to understand how they mobilize their agency and social capital in behalf of their academic trajectories.
Books by Blanca Mendoza
para analizar la construcción de trayectorias escolares por parte de
mujeres indígenas en Latinoamérica. Con este análisis no se busca ignorar los problemas estructurales de desigualdad y discriminación latentes en las sociedades latinoamericanas hacia las mujeres indígenas, sino ofrecer una perspectiva diferente para promover su acceso y permanencia en los sistemas educativos.
Para esto se llevó a cabo la construcción de un marco teórico en el cual se trabajaron individualmente los temas de interculturalidad y competencias para después hacer una triangulación con el concepto de competencias interculturales.
Se utiliza la etnografía doblemente reflexiva para acercarnos a nuestros sujetos de investigación y obtener información con la que después llevaremos a cabo una triangulación analítica entre el discurso de profesores y alumnos, el performance (las acciones observables) y el Programa Multimodal de la Universidad Veracruzana Intercultural.
*Para solicitar el artículo original escribir al correo: blanca.mendoza@unae.edu.ec
*To request the original article write to: blanca.mendoza@unae.edu.ec
From said research overview we identified three central dimensions allowing us to analyze success academic trajectories of Moroccan female students:
Personal dimension. Refers to attitudes and values towards education (such as endurance, determination, ambition, responsibility, etc.) and the usage of agency to the construction of her own life project.
Family and community dimension. Includes social structures in close contact with the student influencing her academic trajectory (such as the relationship between family and home community, family gender roles, parents support, etc.).
Social and institutional dimension. Refers to the cultural and political conditions of the mainstream society affecting this group. This dimension includes the scholar models and care policies for minority groups, the relationship between school and family, the role of teachers, and the relationship between student and peers.
This work’s theoretical framework has two axes. On one hand, the cultural-ecological perspective (Ogbu, 2003) and its reviews, that seeks to analyze the elements influencing academic performance of immigrant and minority students. This means taking into account three elements: their historical relationship with the mainstream society, their current situation within the host society, and the strategies that the students create from their perception of the structure of opportunities offered by the mainstream society. On the other hand, the Islamic feminism (Wadud, 1999) that entitles the figure of the Muslim woman. This perspective demands the restoration of the original Koranic message about the fundamental right of equality between men and women. Islamic feminism will be helpful to articulate the conditions of Muslim Moroccan woman and to understand how they mobilize their agency and social capital in behalf of their academic trajectories.
para analizar la construcción de trayectorias escolares por parte de
mujeres indígenas en Latinoamérica. Con este análisis no se busca ignorar los problemas estructurales de desigualdad y discriminación latentes en las sociedades latinoamericanas hacia las mujeres indígenas, sino ofrecer una perspectiva diferente para promover su acceso y permanencia en los sistemas educativos.