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Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ra Ximhai is the property of Universidad Autonoma Indigena de Mexico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intercultural higher education in Mexico aims at creating new, culturally and linguistically appropriate, professional career opportunities that empower indigenous youth and their communities. In this paper, empirical results are presented from a research project which ethnographically accompanies graduates from an intercultural university, the Universidad Veracruzana Intercultural (UVI), located in four indigenous regions of the South Eastern Mexican Gulf coast. After briefly describing the way this university operates by opening up alternative kinds of knowledge, the features of the new indigenous professionals who graduated from this institution are analysed. In the second half of the article, the graduates’ professional and community development related capacities to link diverse sources of academic and non-academic knowledge are empirically studied; finally their emergent political broker capabilities and community roles are explored. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article discusses the focus on intercultural education at the Universidad Veracruzana in Mexico. The authors comment on the history and development of educational policies and curricula at the university and higher education in general throughout Mexico. The relationship between ethnology and university education is also examined.

Intercultural education has arisen in the last two decades as an intersectional field of academic knowledge and professional development, located at the borders and in the confluence of the multicultural paradigm in the social sciences, the anthropology of education, and other interdisciplinary subfields commonly known as Intercultural Studies. As will be discussed throughout this article, the thematic range represented by the broad topos of interculturality-in-education is not limited to questions about minority groups, but is closely linked to core issues of national identity and broad societal identification processes. Therefore, in order to be able to critically engage in a fruitful, truly ‘intercultural’ dialog between multicultural theorists and activists, on the one hand, and between academic and practitioners’ knowledge on diversity, we need a particularly, and constantly, self-reflexive and mutually comparative hermeneutical approach. In this way, we can avoid the traps and bridge the biases of the underlying, but omnipresent, self-fulfilling, and self-essentializing identity discourses in broader national society as a whole. [ABSTRACT FROM AUTHOR]