Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Critical Theory | 1 |
| Cultural Maintenance | 1 |
| Disadvantaged | 1 |
| Diversity | 1 |
| Elementary Secondary Education | 1 |
| Foreign Countries | 1 |
| Grandparents | 1 |
| Inclusion | 1 |
| Indigenous Knowledge | 1 |
| Indigenous Populations | 1 |
| Language Usage | 1 |
| More ▼ | |
Author
| Silvia Espinal-Meza | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 1 |
Audience
Location
| Peru | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSilvia Espinal-Meza – Australian and International Journal of Rural Education, 2024
Rural schools and communities in Peru are rich in cultural diversity in Indigenous languages and traditions, but rural areas remain the most disadvantaged regions. Peru's educational policies are neoliberal and have hindered opportunities for the rural population to receive a high quality education with a critical reappraisal of their cultural…
Descriptors: Indigenous Knowledge, Diversity, Rural Areas, Rural Schools
