Private Education Management Organizations Running Public Schools Expand NEPC report finds 44% of charter school students in 2011-12 attended schools operated by EMOs Contact:  William J. Mathis, (802) 383-0058,wmathis@sover.net Jamie Horwitz, (202) 549-4921,jhdcpr@starpower.net Gary Miron, (269) 599-7965, garmiron@gmail.com URL for this press release: http://tinyurl.com/nzhgjup BOULDER, CO (November 26, 2013) – A new National Education Policy Center report published today shows that across the nation, schools managed by for-profit firms such as K12 Inc, National Heritage Academies and Charter Schools USA, as well as nonprofit education management organizations (EMOs) such as KIPP, continue to increase the number of students they enroll, despite a scarcity of evidence showing positive results. Students across 35 states and the District of Columbia now attend schools managed by these non-government entities. Oklahoma and Tennessee have added schools run by EMOs since the last edition of this report. The report, Profiles of For-Profit and Nonprofit Education Management Organizations: Fourteenth Edition – 2011-2012, was released today by the National Education Policy Center (NEPC), housed at the University of Colorado Boulder. “There is growth in number of schools and students served in both for-profit and nonprofit sectors, although growth among schools operated by nonprofit EMOs continues to outpace the for-profit sector. Growth has slowed for for-profits in brick-and-mortar school settings. The real growth in the for-profit sector is with companies that operate virtual schools,” said the report’s lead author, Dr. Gary Miron, a professor of evaluation, measurement, and research at Western Michigan University. “The growth of virtual schools, which is fueled by millions in advertising dollars, is astounding because of the sketchy academic results reported by the schools that operate online.” The report is the NEPC’s latest edition in its series of profiles of EMOs, companies contracted to manage charter schools and other public schools. The EMO sector emerged in the 1990s as part of an effort to use market forces and private entities to reform public education. For-Profit Operators Since the 1995-1996 school year, the number of for-profit EMOs has increased from 5 to 97, and the number of schools they operate has increased from 6 to 840. Enrollment has grown from approximately 1,000 students in 1995-1996 to 462,926 in 2011-2012. While the actual number of for-profit companies has grown very little over the past few years, many of the large- and medium-sized EMOs are expanding into new service areas, such as supplemental education services and virtual schooling. Imagine Schools was the largest for-profit EMO in 2011-2012 in terms of the number of schools it manages. The company managed 89 schools during the 2011-2012 school year, but it has lost a number of contracts since then. The next largest for-profit operators in 2011-2012, in terms of numbers of schools, are Academica (76) and National Heritage Academies (68). However, in terms of enrolled students, the largest EMO is K12 Inc., which operates virtual schools. Because of the large enrollments in its schools, the total enrollment of K12 Inc.’s schools exceeded that of any other for-profit—or nonprofit—EMO, with 57 schools enrolling 87,091 students. Nonprofit Operators Nonprofit operators have shown more robust growth in brick-and-mortar school settings than for-profit operators, both in terms of new nonprofit EMOs and new managed schools. A total of 201 nonprofit EMOs were identified and profiled in this year’s report, including 31 large nonprofit EMOs, 68 medium-sized, and 102 small nonprofit EMOs. The overall number of students in nonprofit EMO-managed schools has increased dramatically, from 237,591 in the 2009-2010 school year to 445,052 during the 2011-2012 school year. KIPP, the Knowledge is Power Program, a national charter school network, remained the largest nonprofit EMO, with 98 schools and just over 35,045 students in 2011-2012. Virtual Schools The number of virtual schools operated by EMOs increased from 60 in 2009-2010 to 91 in 2011-2012. This represents 10.8 percent of all schools managed by for-profit operators. As noted, the largest for-profit operator is K-12 Inc. which operates full-time virtual schools. Some of the largest for-profit EMOs are beginning to lose contracts with brick-and-mortar schools and are shifting their attention to virtual education. “Most virtual schools are charters, are full-time, and are statewide in their scope,” said Charisse Gulosino of the University of Memphis, the report’s coauthor. “As it stands, research, policy and practice have not kept pace with virtual schooling’s growth — reflecting the need for deliberation about its impact and implications for public K-12 education.”

Friend on Facebook Follow on Twitter Forward to a Friend This year’s Profiles of For-Profit and Nonprofit Education Management Organizations: Fourteenth Edition - 2011-2012, by Gary Miron and Charisse Gulosino, can be found on the web at: http://nepc.colorado.edu/ publication/EMO-profiles-11-12.   The report is the nation’s most comprehensive examination of the private entities that operate public schools.   The mission of theNational Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on NEPC, please visit http://nepc.colorado.edu/. If you are not already subscribed to this newsletter and would like to receive it regularly, click http://nepc.colorado.edu/ and then click the button in the upper right-hand corner that looks like this:

The National Education Policy Center (NEPC) is housed at the University of Colorado Boulder School of Education. Its mission is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information about the NEPC, please visit http://nepc.colorado.edu/. Copyright © 2013 National Education Policy Center, All rights reserved. You're receiving this email because you have opted in at our website or sent a personal request to be included. Thank you. Our mailing address is: National Education Policy Center School of Education, 249 UCB University of Colorado Boulder, CO 80309-0249 Add us to your address book  unsubscribe from this list | update subscription preferences  For all other communication with NEPC, write to nepc@colorado.edu.

American Association of Hispanics in Higher Education (AAHHE) proudly announces its 9th Annual National Conference "America's Prosperity: The Academic Success of Hispanics" March 6-8, 2014 Hilton Costa Mesa Hotel Costa Mesa, California

AAHHE proudly announces its 9th Annual National Conference

"America's Prosperity: The Academic Success of Hispanics"

March 6-8, 2014

Hilton Costa Mesa Hotel

Costa Mesa, California

The following 2014 AAHHE Commissioned Scholarly Papers 

will be presented during the Conference Concurrent Sessions:

New Strategies to Serve Students

Authors: 

Leticia Oseguera, Assistant Professor of Higher Education

The Pennsylvania State University

Louie Rodriguez, Department of Education

California State University, San Bernardino

Developmental Education

Authors:

Nancy Acevedo-Gil, Doctoral Candidate

University of California, Los Angeles

Daniel G. Solorzano, Professor

University of California, Los Angeles

Ryan Santos, Doctoral Candidate

University of California, Los Angeles

HSIs: A Report Card and Analysis on Completion and Success Rates

Authors:

Frances Contreras, Associate Professor

University of California, San Diego

Gilbert J. Contreras, Director TRIO Programs

Cypress College

For conference registration information, please refer to the AAHHE website: www.aahhe.org

(Early bird registration rate of $350 per person expires on January 6, 2014)

2014 Neuroscience Boot Camp Application Now Open--Center for Neuroscience & Society, University of Pennsylvannia

2014 Neuroscience Boot Camp Application Now Open! We are pleased to announce that the 2013-14 Neuroscience Boot Camp at the University of Pennsylvania will be held from July 28 - August 6, 2014! Through a combination of lectures, break-out groups, panel discussions and laboratory visits, Boot Camp participants will gain an understanding of the methods of neuroscience and key findings on the cognitive and social-emotional functions of the brain, lifespan development and disorders of brain function. Our Boot Camp faculty consists of leaders in the fields of cognitive and affective neuroscience, all of who are committed to the goal of educating non-neuroscientists. For additional information, including testimonials from our Neuroscience Boot Camp alumni and instructions on how to apply, please visit ourwebsite or contact bootcamp@neuroethics.upenn.edu.

39th Annual TACHE Conference

39th Annual Conference
February 19-22, 2014
Sheraton Fort Worth Hotel and Spa
Fort Worth, TX

TACHE's purpose is to provide state, regional, and local forums for the discussion of issues related to Chicanos/Latinos in higher education and to collaborate with institutions of higher learning to create workable solutions for these issues.

For more information:
www.tache.org

“What Resistance Looks Like: Learning From Experience, Research, & Activism” 3rd Annual Cultural Studies in Education Conference Presented by the Cultural Studies in Education Graduate Student Council March 1, 2014

“What Resistance Looks Like: Learning From Experience, Research, & Activism”

3rd Annual Cultural Studies in Education Conference

Presented by the Cultural Studies in Education Graduate Student Council

March 1, 2014

The theme, “What Resistance Looks Like: Learning From Experience, Research, & Activism,” responds to the work that those within the university and within K-12 schools are doing to challenge norms and create emancipatory spaces. Learning, teaching, and researching are all political endeavors that require critical understandings of society that then inform purposeful action. This conference seeks to support these acts of resistance and opposition by building inspiration, collaboration, solidarity, courage, and encouragement as we revitalize each other in our efforts to counter oppressive schooling practices and conformity to dominant standards and norms.

We welcome proposals from diverse fields to provide insights on your work as a teacher, researcher, activist, and community leader. Your proposal should address any of the following questions:

1.     What does resistance look like in your field or area of work?

2.     What are the challenges of doing resistance work?

3.     How do you build collaboration/alliances in resistance to prevent giving up or falling into pessimism or cynicism?

We accept proposals in various formats, including: paper presentations, workshops, roundtables, as well as creative work, such as visual art, film, and performance art.  We seek submissions from those involved in traditional or non-traditional forms of education. We encourage the examination of the social, cultural, political, economic, historical, linguistic, and psychological influences in educational contexts. Possible topics migh include, but are not limited to: youth popular culture(s); identity; immigrant youth, families and communities; pedagogy; teacher education; professional development;  LGTBQIA; disability; visual and performing arts; student/community activist movements and organizing, and so on.

Guidelines for Proposal Submission

Submit your proposal via email (utaustincse@gmail.com) by January 27, 2014. Include the following information: Title, abstract (150-250) words, presentation format, equipment, and/or accommodations needed for the presentation.

This conference is intended to provide a space for students, and community members and organizations to present research focusing on education. It is also intended to provide students an opportunity to gain experience in the process of submitting, preparing, and presenting research at an academic conference. Most importantly, the conference aims to support all participants in all capacities, whether they are emotional, spiritual, and/or academic.

You may present your research in one of the following formats:

·      A course paper you intend to expand as a conference paper or to submit for publication to as a journal article.

·      A paper being presented at an upcoming conference (use this space to practice).

·      A writing workshop on how you incorporate the general theme of the conference to your research.

·      A draft of a chapter from your dissertation.

·      An idea you seek to develop and/or incorporate to your research.

·      A roundtable where you discuss a current theme in education.

This list is partial and is intended to provide suggestions on presentation formats. Be sure to include the format of your presentation in your proposal abstract.

We will contact you by February 21, 2014 with the conference program and details. 

Newsletter--Center for Information & Research on Civic Learning & Engagement

CIRCLE Analyzes Youth Turnout in Recent State Elections November 5 was Election Day for many across the country, with state and municipal races in places like New Jersey, Maryland, Massachusetts, and Virginia drawing millions of voters to the polls. These elections provided an opportunity to take a look at turnout among young people. In particular, CIRCLE's day-after analysis of the New Jersey and Virginia governor's races revealed: An estimated 26 percent of youth ages 18 to 29 voted in Virginia, an increase of 9 percentage points over the last gubernatorial election In that race, 15 percent of young people voted for Libertarian candidate Robert Sarvis 49 percent of youth voted for incumbent Governor Chris Christie in New Jersey Read more about youth turnout in these races HERE ............................................................................... City Lowers Voting Age to 16, Sees Promising Results This past Election Day was historic in Takoma Park, Maryland, which became the first place in the Untied States that allows 16 and 17-year-olds to vote in municipal elections. The Takoma Park election took place on the heels of a similar recommendation made by CIRCLE's Commission on Youth Voting and Civic Knowledge in its report "All Together Now: Collaboration and Innovation for Youth Engagement." In keeping with its general embrace of new approaches to the deeply-entrenched problems of low civic participation among youth, the report suggests experimenting with lowering the voting age to 17 in local elections. In Takoma Park, the results were modest but promising: 17 percent of residents aged 16-17 voted in the election, twice the turnout rate for residents 18 and over. More than 40 percent of registered 16 and 17-year-olds voted, whereas only about 10 percent of older registered voters went to the polls. Read more about the Takoma Park election HERE, and goHERE to learn more about the Commission on Youth Voting and Civic Knowledge. Stay connected to CIRCLE on Facebook and Twitter to learn more. Sign up here for CIRCLE’s monthly e-update.

Recommendations and Resources for Civic and Higher Education Leaders Following the release of "All Together Now: Collaboration and Innovation for Youth Engagement" the report from CIRCLE's Commission on Youth Voting and Civic Knowledge, we have been sharing additional resources and recommendations for specific audiences to better leverage the report's information and research. The latest include recommendations for: Civic Leaders Higher Education Leaders Check back with us frequently for future updates aimed at teachers, grassroots advocates, and more. CIRCLE Director Speaks about Civic Renewal at Texas Conference On November 9, CIRCLE Director Peter Levine gave a talk entitled  “The Promise of Civic Renewal” at the inaugural Texas Conference on Civic Life at the University of Texas in Austin. The conference built upon the release of the Texas Civic Health Index, which featured analysis by CIRCLE. Watch Levine's talk in its entiretyHERE.

© 2010 CIRCLE (The Center for Information & Research on Civic Learning and Engagement) Home | Research Topics | Quick Facts | Research Products & Publications Tools for Practice | About CIRCLE | Press |

Newsletter

Resistance to High-Stakes Testing: A National Perspective by Monty Neill, Ed.D.--December 5, 2013, Texas Center for Educational Policy--UT Austin

Date:  December 5, 2013, 12-1:30 PM

Location: TBA

Resistance to High-Stakes Testing:  A National Perspective

by

Monty Neill, Ed.D.

Monty Neill, Ed.D., Executive Director of the National Center for Fair & Open Testing (FairTest), has led FairTest's work on testing in the public schools since 1987. He has initiated national and state coalitions of education, civil rights, religious, disability and parent organizations to work toward fundamental change in the assessment of students and in accountability. He chairs the national Forum on Educational Accountability. Under his leadership, FairTest has collaborated on testing reform efforts with organizations in many states. Among dozens of publications, he is lead author of Failing Our Children; Implementing Performance Assessments: A Guide to Classroom School and System Reform; and Testing Our Children: A Report Card on State Assessment Systems. He led the National Forum on Assessment in developing Principles and Indicators for Student Assessment Systems. He earned a Doctorate at Harvard University with his dissertation The Struggle of Boston's Black Community for Quality and Equality in Education: 1960-1985. He has taught and been an administrator in pre-school, high school and college, and he is a grandfather of three children in the public schools.

For further information contact Dr. Angela Valenzuela: valenz@austin.utexas.edu

National Association for Bilingual Education Archives now at UTSA (University of Texas at San Antonio)

Dear All,

If you or your students are conducting research on bilingual education's history or the history of NABE, please read the linked story. Accessing the archives is a great research opportunity.  Please let your librarian know as your university can also link up to UTSA’s library.

NABE Archives story is currently one of the top features on UTSA Today (http://utsa.edu/today/2013/11/naberecords.html). 

Belinda Bustos Flores, Ph.D.

Chair & Professor 

University of Texas at San Antonio 

Bicultural-Bilingual Studies

One UTSA Circle

An American Educational Research Association List If you need assistance with this list, please send an email to listadmin@aera.net.

Please see the link below to the inaugural issue of the Texas Education Review, a brand-new graduate student-run journal at the University of Texas at Austin.

Please see the link below to the inaugural issue of the Texas Education Review, a brand-new graduate student-run journal at the University of Texas at Austin.

http://txedrev.org/volume-one-time-capsule-2013/

This first issue is made up entirely of editorial perspective pieces on different topics (like charter schools, etc) that will each eventually be one part of their own section when our full website launches in the spring. Along with these perspective pieces each section will have featured academic articles, background pieces, and other media related to the topic area. We invited a range of people to submit different perspectives pieces for this first issue so the group is pretty diverse! I have included a list below.

Best,
Eric

Volume One – Time Capsule 2013

ARTICLES

To the Times in Which We Live  Texas Education Review Editorial Board

The Texas Educational Landscape

Leading Change with Technology-Enhanced Education at The University of Texas at Austin: Five Guiding Principles  William Powers, Jr., JD

Legislative Update – 83rd Texas Legislature  Representative Jimmie Don Aycock, DVM

Education: Key to Continuing the “Texas Miracle” Representative Donna Howard, MA

The Barriers and Route to Texas School Finance Equity  Albert Kauffman, JD

Bilingual Education

Language Policy Insights: A New Hope for Educating Our Latino Population                Nancy Compean-Garcia, EdD & Samuel Garcia, EdD

Parent, School, and Student Partnerships: A Critical Issue in Bilingual Education       Claudia Peralta, PhD

Campus Climate (Higher Education)

Improving Campus Climate: The Role of Social Justice                                                Connie T. Wolfe, PhD & Janine Kay Gwen Chi, PhD

Charter Schools

Twenty Years of Charter Schools: What We’ve Learned  Mike Feinberg, MEd

Reframing the Refrain: Choice as a Civil Rights Issue  Julian Vasquez Heilig, PhD

Education Technology

“Learn by doing” with the Modern Textbook  (HTML Version) Smita Bakshi, PhD, MBA

A Brief History of (EdTech) Time  Betsy Corcoran

Entrepreneurship Education

Can Entrepreneurship Be Taught?  Robert Metcalfe, PhD

Free Speech in Schools

Tinker: A Doctrine Whose Time Has Gone  Jim Walsh, JD

Gaming & Education

Why Game Developers and Educators Need to Work Together  Jenn Bullard

Learning Systems, Not Games  James Paul Gee, PhD

Minority Student Achievement

Deconstructing Ogbu’s Acting White Thesis: An Africentric Critique  Kevin Cokley, PhD

From Problem to Prizewinners: Recalibrating Perspectives on Black Student Achievement  Richard Reddick, PhD

Queer Theory in Education

Skipping Away from Inanity: Towards a Whimsical Queering of Educational Policy Catherine A. Lugg, PhD & Jason Murphy, EdM

STEM Education

Can We Get “There” from “Here?”: An Argument for Improved Climate Science Education Through Texas State Adoption of the Next Generation Science Standards                      K.C. Busch, MA & Jonathan Osborne, PhD

Supporting Minority Male Education in Science, Technology, Engineering, and Mathematics (STEM) Disciplines  Lorenzo Esters, EdD & Ivory Toldson, PhD

Teacher Quality

Addressing the Teacher Quality Gap Before Making the Hiring Decision                       Ebbie Parsons, III, EdD

Urban Education

Living the Legacies and Continuing the Struggle: Immigration, PreK-16 Education and Transnationalism  Michelle Knight, PhD

A Critical Patriotism for Urban Schooling: A Call for a Pedagogy Against Fear and Denial and For Democracy  Peter McLaren, PhD

College of Lake County Faculty Positions, Full-Time Tenure Track

College of Lake County Faculty Positions, Full-Time Tenure Track:   Teach at a college whose vision matches yours. We’re an institution that’s always striving to achieve more. More innovation. Ever stronger learning experiences. Fostering an inclusive, welcoming environment. Making a greater impact on our community. It’s a vision that our faculty and staff are working every day to realize, guided by a strategic plan with strong, deeply held values, where we embrace diversity. We believe that diversity is a value we hold, but it is also something that we must actively work to achieve. We invite you to be part of this important effort to build a culture that truly realizes the opportunity-enhancing promise of diversity. Full-Time, Tenure Track Faculty positions available August 2014: • Business Administration/Entrepreneurship (F00020) • Criminal Justice (F00022) • Mathematics (Two positions, F00023 & F00024) • Philosophy (F00021) The College of Lake County is known for academic excellence, strong student support services and cultural and community leadership. Located in far north suburban Chicago, and within commuting distance of Milwaukee, the college has the third largest population in the Illinois community college system. Accredited by the Higher Learning Commission and a member of the North Central Association, the college has a diverse student body nearing 19,000 and is an emerging Hispanic Serving Institution (HSI). Salary is competitive. For a detailed job description and to apply: Applications are accepted only online atjobs.clcillinois.edu through 01/10/2014. The College of Lake County is an equal opportunity employer and has a strong commitment to diversity. In that spirit, it seeks a broad spectrum of candidates including minorities, women and people with disabilities. EOE/AA/M/F/D/V.

XVII Congreso Internacional de AHILA “Entre Espacios: La historia latinoamericana en el contexto global” Colegio Internacional de Graduados “Entre Espacios“ Freie Universität Berlin Berlín, Alemania 9-13 de septiembre de 2014

XVII Congreso Internacional de AHILA

“Entre Espacios: La historia latinoamericana en el contexto global”

Colegio Internacional de Graduados “Entre Espacios“

Freie Universität Berlin

Berlín, Alemania

9-13 de septiembre de 2014

Título del simposio:

Del pasado al presente: usos políticos del patrimonio histórico por parte de los movimientos indigenistas y neoindigenistas de América Latina

Sinopsis conceptual y temática del simposio (no más de 100 palabras):

En la última década se ha extendido en América Latina la costumbre de realizar las ceremonias oficiales de toma de posesión presidencial en ubicaciones arqueológicas. Algunos ejemplos son las asunciones de Alejandro Toledo en Machu Picchu (Perú), Evo Morales en Tiahuanaco (Bolivia) y Manuel Zelaya en Copán (Honduras). Esta proliferación no es casual. Los tres líderes citados llegan al poder con un discurso con fuerte énfasis reivindicativo y étnico. La elección de estos emplazamientos remite a una narrativa que identifica lo prehispánico con "lo indígena" y a "lo indígena" con "lo auténtico", en contraposición con la herencia mestiza o criolla. Los eventos permiten reforzar el perfil político de las nuevas autoridades, apelando a un discurso legitimador diferente del republicanismo tradicional.

Las asunciones presidenciales son solo la punta de lanza de un proceso más amplio. Más allá de la anécdota, el objetivo de este simposio es analizar la creciente y compleja interacción entre el patrimonio cultural y las estrategias políticas de los movimientos indigenistas y neoindigenistas latinoamericanos. Nos interesa analizar cómo el auge del patrimonio cultural impacta en las estrategias y narrativas de los movimientos indigenistas tanto a nivel local como a nivel nacional.

Nuestro foco está, tanto en el patrimonio material, como el inmaterial. El uso político del patrimonio cultural es un tema que en las últimas tres décadas ha sido trabajado de manera muy intensa. Se ha estudiado de manera notable la imbricación del patrimonio con los discursos nacionalistas y su influencia en la "invención" de naciones. También se ha analizado  su uso por parte de movimientos contraculturales y reivindicativos. Sin embargo, con algunas excepciones, es muy poco lo que sabemos sobre el tipo de relación  establecida entre los movimientos indigenistas y neoindigenistas latinoamericanos y el patrimonio cultural material e inmaterial. Este es un tema sobre el que contamos con apenas algunos indicios e intuiciones, pero muy pocos acercamientos académicos.

Desde nuestro punto de vista, se trata de un campo resultado de la interacción de dos conjuntos de procesos paralelos:

-       Por un lado, es el resultado de la propia evolución de los movimientos indígenas en las última década, que plantean nuevas estrategias para adecuarse a las nuevas oportunidades políticas que existen en la mayor parte de los países del continente (descentralización, incremento de la importancia y los recursos de los gobiernos locales, consolidación de la democracia electoral, auge de discursos y movimientos izquierdistas y nacional-populares, declive de los grandes partidos nacionales). Estos cambios llevan a nuevas estrategias y también a nuevos discursos indigenistas y neoindigenistas, que plantean maneras diferentes de relacionarse con otros grupos sociales y nuevos caminos para interpretar la historia nacional.

-       Por otro lado, es el resultado de la creciente importancia concedida al patrimonio cultural, que es valorado como una fuente potencial de ingresos (turismo), pero también como un capital simbólico en sí mismo. Este último elemento, vinculado con el auge de discursos posmaterialistas (como el ecologismo o el patrimonialismo), se traduce en la multiplicación de acuerdos y normativas nacionales e internacionales de conservación y puesta en valor del patrimonio material e inmaterial, así como en un aumento muy significativo de su visibilidad pública.

Lo que nos interesa analizar son los resultados de la intersección de estos dos procesos. El simposio espera contar con especialistas de diferentes países de América Latina, Europa y los Estados Unidos. El objetivo es ampliar nuestro conocimiento y discutir sobre la manera en que el patrimonio cultural está siendo apropiado por los movimientos indigenistas y neoindigenistas dentro de sus estrategias políticas y de sus narrativas. En este sentido, son bienvenidas ponencias referidas a las siguientes cuestiones:

-       Análisis de las estrategias de apropiación y uso político del patrimonio cultural por parte de los movimientos indigenistas o neoindigenistas.

-       Análisis de los discursos y narrativas de los movimientos indigenistas o neoindigenistas, articulados en torno al patrimonio cultural material o inmaterial.

-       Análisis de los conflictos en torno al uso y gestión del patrimonio cultural material o inmaterial, en los que intervengan como parte activa movimientos indigenistas o neoindigenistas.

Análisis de procesos de revitalización o reinvención de identidades étnicas indígenas o neoindígenas, en relación con la apropiación y puesta en valor del patrimonio cultural material o inmaterial

Esperamos que sea un simposio interdisciplinario, con aportes de diferentes países  y enfoques, sobre la relación entre poblaciones indígenas , conflictos y patrimonio cultural. El plazo para presentar propuestas es hasta el 15 de enero de 2014 y únicamente necesitamos un resumen de 150 palabras de la propuesta de ponencia.

1) Coordinador

Nombre y apellido: Lorena Ojeda Dávila

Email: lorenaod@gmail.com

Institución: Universidad Michoacana San Nicolás de Hidalgo (México)

2) Coordinador

Nombre y apellido: Raúl H. Asensio

Email: rasensio@iep.org.pe

Institución: Instituto de Estudios Peruanos (Perú)