critical principles of schooling that fundamentally support love, faith and a practice with people, rooted in an abiding political commitment to struggle against all forces that defile the humanity of our children and the emancipatory future that is our birthright as free cultural citizens of the world - Antonia Darder stakes an unassailable critique of the dominant charter school machine in the US. Yet, to indigenous peoples and in indigenous communities, the autonomy of the charter commits these principles to praxis. Article 14 of the UN Declaration on the Rights of Indigenous Peoples states: 1. Indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. 2. Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination. 3. States shall, in conjunction with indigenous peoples, take effective measures, in order for indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language. Charter school legislation provides one possible mechanism by which our communities can establish and control our educational systems - even as centers of resistance such as has been Semillas Community Schools and Anahuacalmecac World School. Taking theory to community-based praxis requires guidance from our pedagogues, experience from our struggles and a fearless practice of autonomy in our communities.
Posted on: Sun, 30 Nov 2014 22:42:17 +0000
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