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Created with Fabric.js 1.4.5 Pedagogy of the Oppressed. Chiapas Mexico 200'sCommunity: Zapatista Education Reform:A dominant face-to-face traditional practices.Retaining the ability to momentarily. Stepoutsidethe domiance and practice modern, disembodiedcommunitactive forms. Indigenous communities. The desire to develop modern skills.within the framework of local practices, recognizing thevalue of coexistence of both traditional and modern. (1) ‘‘We want Indian teachers trained to teach in our language and according toour custom, and that can also teach Spanish. We do not want teachers whodo not know our language and customs. (2) We want teachers who will respect the communities and their customs. Wewant them to teach us our rights as citizens. We want the community to betaught its rights.’’ U.S.A1900's Reinke, Leanne. "Globalisation And Local Indigenous Education In Mexico." International Review Of Education / Internationale Zeitschrift Für Erziehungswissenschaft 50.5/6 (2004): 483-496. Academic Search Premier. Web. 30 Jan. 2015. the overall framework for adult educationcaters to the exploitative needs of the market economy rather than to the human Johnson, Karen A. "In Service For The Common Good": Anna Julia Cooper And Adult Education." African American Review 43.1 (2009): 45. MasterFILE Premier. Web. 30 Jan. 2015. Anna Julia Cooper African American.prominent educator in the early 1900's Cooper focused her time on adult education. ..."lowly" "unprivileged" and the "neglected" adult masses were keyagents of change in the struggle for socialreform because as dehumanized anddiscriminated individuals they "had aresistant, insistent singing something that Coopersymbolized as " ontology of freedom and equality" 200's Daniels, Maurice C., and Cameron Van Patterson. "(Re)Considering Race In The Desegregation Of Higher Education." Georgia Law Review 46.3 (2012): 521-556. Academic Search Premier. Web. 30 Jan. 2015. A record 480 African-Americans were admitted to the freshman class of 2011, comprising 8.9% of the entering class.* The previous record wasset in 1995, when 440 African-American freshmen were accepted to the university .5 Yet given that African-Americans comprise more than 30% of the college-age population in Georgia,^ and despite the progress UGA has made since 1961 Affirmative action policies are one way to acknowledge thepersistence of racial inequality and take action to affirm the valueof racial justice. Such affirmation requires the correctiveconsideration of race, as illustrated by the struggle to desegregate subsequent racial progress, there continues to be adisproportionately low number of African-American students and faculty in higher education, and uneven levels of educationalattainment and graduation rates for African-American students ascompared to their white counterparts, is« Clearly, the morally reprehensible state-sanctioned segregation in American highereducation has taken . The contrast between all of these sources is that fundamental education is a barrier between minorities of different populations double click to changethis text! Drag a cornerto scale proportionally.
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