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REU Site on Culture and Globalization in Quintana Roo, Mexico

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Dr. Juarez conducts an interview in a Maya home
The REU Site on Culture and Globalization in Quintana Roo, Mexico is not your typical Study Abroad program. It prepares ten students from four institutions to carry out all aspects of the ethnographic research process, including conceptualizing a problem, implementing appropriate research methods, and publishing and disseminating research results. Students must commit to taking courses and doing other work both before and after the summer in Quintana Roo. Participants will have almost all expenses paid, including travel, tuition, books, and living expenses. In additiion, students will receive a stipend of $1000 to compensate for loss of summer employment. Students will live in Tulum, Quintana Roo, Mexico, located about an hour south of Cancun.
Students from the Host and Affiliate Institutions, (Texas State University-San Marcos, University of Texas at San Antonio, University of Texas Pan American, and Brigham Young University) begin preparing for summer fieldwork in Quintana Roo during the spring semester by taking courses in Field Methods and Latin American Studies. Students and faculty from all four institutions will attend preparation workshops via ITV/VC (Interactive Television / Videoconference) with Dr. Octavio Pimentel and Dr. Ana M. Juarez to plan and prepare for the summer program, familiarize themselves with the region and topic, and develop viable research projects.
During the nine weeks in Tulum, Quintana Roo, Mexico (June 1 - July 31), students will live with a local Maya family and engage in various forms of data collection, including participant observation, interviewing, surveys, mapping, archival analysis, and focus groups. In addition, students will complete readings and other activities with the program faculty, Dr. Pimentel and Dr. Juarez, and will receive nine hours of upper-division credit in Anthropology for the summer (ANTH 3326, ANTH 3375U, and ANTH 4360).
After the summer program, students will continue to work with faculty to produce peer-reviewed publications and presentations at conferences. Depending on interests, abilities, and time, students may produce either co-authored or single-authored publications.
The program trains ethnographic researchers and provides hands-on experience with fieldwork and research methods in a supervised environment. Scientists, educators and businesses are increasingly relying on ethnographic research methods, and this program provides the opportunity to implement the methods and experience the rigors of fieldwork in a foreign environment. Undergraduate students also have the opportunity to produce peer-reviewed publications and conference presentations documenting Maya life and social change within Mexico.
A central goal of the program is to generate undergraduate researchers who can produce quality research and publications, and prepare students, especially first generation and underrepresented minorities, for graduate school and social science research careers. It also helps students understand the social, cultural, and political dynamics in areas of the world that are becoming increasingly globalized, yet are still fraught with poverty and social conflict. This program is made possible by a grant from the National Science Foundation's Research Experience for Undergraduates program (SES-0648278). The Principal Investigator and Program Director is Dr. Ana M. Juarez.

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Tulum, Quintana Roo, Mexico Program Flyer

Student Participants and Faculty, Mid-Summer Conference

2007 REU Program in Guatemala

 

Students and faculty who participated in the REU program in Guatemala in Summer of 2007 are now in the process of analyzing and writing up their research. They will be attending the annual meeting for the Society for Applied Anthropology in March 2008 (pending acceptance of their panel).

They are also working on a book of essays that will be co-authored by students and faculty.

 

Proposed Book Title: Globalizing Education: Cuentos from Highland Maya Communities

Editors: Octavio Pimentel (Texas State University-San Marcos, Dept. of English) and Ana M. Juarez (Dept. of Anthropology)

Abstract: In this book, anthropologists use ethnographic data gathered as part of an NSF-funded field school to contribute to understanding and improving education in a globalized world. Issues addressed include gender and educational achievement, pedagogy and curriculum, the politics of teachers and education, parental attitudes and participation in education, and language and bilingual education. Researchers use a combination of Critical Race Theory, globalization, and feminist theory to analyze Guatemala’s education system. The studies reveal various overlaying complexities of Guatemala’s education system, therefore making it difficult for Mayas to reach a high level of formal schooling.

TABLE OF CONTENTS
 
INTRODUCTION
Juarez and Pimentel: Contextualizing Education in Guatemala: Race, Class, and Gender in a Global Nation
 
Education is globally recognized as essential for full participation in democratic nations and technology and science-based economies. Beginning with a broad conceptualization of education, this paper 1) provides the theoretical frameworks for analyzing education in two highland communities, including globalization, feminism, and critical race theory, 2) critically analyzes the literature on education in Greater Latin America, and 3) uses ethnographic data collected by undergraduate students during the summer of 2007 to examine the current status of education in Guatemala. This project was funded by the NSF REU Site on Culture and Globalization in Highland Guatemala (SES # 0648278).
 
Fabiola Torralba (UTSA): The Politics of Education in Guatemala
Educational systems across the world are adversely affected by neoliberal policies forcing teachers to take collective action and push for government accountability. Data collected through a ten-week ethnographic study reveals the complexity of issues faced by indigenous teachers in a rural highland community in Nahuala, Guatemala, that was in the process of undergoing a national economic restructuring. The presentation will focus on the most recent teachers union movement and the outcomes of their struggle for educational reform, thus addressing the politics of education in Guatemala.
 
Part I: GENDER

Jennifer Vasquez (UTSA) and Liliana Saldana (Univ. of Michigan): No Vale la Pena: The Early Educational Abandonment Practices of Ixtahucana Women

 
Through the lived experiences of twenty females from Nueva Santa Catarina Ixtahuacan, Guatemala, this presentation uses feminist and globalization theoretical frameworks to examine the early educational abandonment practices among women from this Guatemalan highland community. These Ixtahuacanas validate their reasoning by giving light to an array of socio-cultural constraining factors like harsh economics, patriarchal systems, and limited alternatives. This presentation will also highlight the oral histories from two women, who despite Guatemala’s unkind educational system, have completed their formal schooling and now have visions of future success.

Silvia Solis (UT Pan American) and Josie Mendez-Negrete (UTSA): “Yo no quiero ser usada como un trapo”: The Discourses of K’iche Women’s Sexuality in Guatemala

 
Based on ethnographic fieldwork in 2005 and 2007, this presentation will focus on the sexual education of Maya women in Guatemala. This analysis examines what K’iche women are learning about sexuality within their cultural configurations. Discourses on violence, locality, and globalization inform K’iche women’s sexual education. Agency, formal and informal education, religion and different media sources are explored to provide a lens through which to comprehend the discourses at work. One K’iche woman’s life history is presented to bring together the collective voices allowing us to further explore and put into context the experiences of indigenous women’s sexuality.

Tanya Romo (BYU) and Mathew Jackson (BYU): Guatemala’s Changing Gender Discourses: The New Role of Schooling

 
This presentation addresses issues concerning Guatemala’s recent economy, cultural roles, and resulting educational changes such as the rapid increase of student enrollment, especially amongst females. This paper will address these changes and show how they have played a significant role in parents' educational attainment expectations for their children. Lastly, the author will use “oral histories” to show how the expectation for school attainment, especially for women, has changed from discouraging children from attending school beyond the primaria, to now encouraging students to attend the diversificado, and in some cases, la universidad. Data was gathered while conducting a ten-week ethnography in Nahuala, Guatemala.

Part II: EDUCATIONAL PRACTICES AND PARTICIPATION

Martha Bitar (Tx State) and Charise Pimentel (Tx State): Contrasting Currents: Evaluation of Language Use in a K'iche Maya Community in Guatemala

 
After the peace accords, the Guatemalan government introduced an educational reform that promotes bilingual education in an effort to recognize indigenous communities and languages. The presence of both languages, Spanish and K’iche’, in the community, results in a case of diglossia and the creation of three different language modes. This paper provides a background on the Peace Accords of 1996 and the educational reform. Then it explains how linguistic phenomena, such as diglossia and bilingualism are present in the community. Finally, it describes the different language modes that exist in the community and the factors that determine their use.

Amy Dawson (BYU) and Emily Summers (Tx State): Gritos Mejor que Libros (Discipline before Books): Parents’ Roles in Schooling their Children

Ninety percent of parents in a rural Guatemalan aldea participate in parent-teacher meetings for primary grades fourth-sixth grade. However, only thirty-five percent of parents help their children with homework. Through participant observation and interviews, I learned that schools put a much higher expectation on parents to attend meetings than to help their children with their homework. Additionally, since many of the parents lack formal schooling, they commonly feel more confident disciplining their children than helping them with their homework. Data was collected through ethnographic research in Nueva Santa Catarina Ixtahuacan, Guatemala.

Part III: GLOBALIZATION and CHANGE

Norma Sanchez (Tx State) and Jesse Gainer (Tx State): Not Starbucks, but it Works: The Globalization of the World Wide Web in Internet Cafés

 
In Nahuala, Guatemala, a highland Maya community, there are many Internet cafés. These Internet cafés provide Internet service to the community and offer Microsoft Office and basic Internet courses. These cafés are extremely popular, and it is important to understand their significance to this indigenous community. Through my ten-week ethnography of various cafés, I collected data on who uses these Internet cafés, and why they felt it was crucial for them to know these computer skills. This presentation will theorize the globalization of the World Wide Web and its effects on young Guatemaltecos’ lives.

Lizet Diaz (Tx State) and Robert Tally (Tx State): Guatemala has Beautiful Laws But they Are Not Enforced

 
While living in the small town of Nueva Santa Catarina Ixtahuacan (Nueva), it is visible that laws are not present on the surface, but are integrated in the community by tradition. This presentation presents data collected over a ten-week period on Nueva’s laws and demonstrates how they draw from oral cultural practices. While none of the laws in Nueva were explicitly defined, the punishments for breaking the laws were well known throughout the community. Data will also be presented on schools and how they do not teach information concerning laws, and instead focus on “la ley de educación” (the law of education).

The book draft will be submitted in May 2008.