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Show 148 of sociological problems and which will permit better understanding and operation in the historical conditions of the Latin American countries. This necessity, in view of the foregoing, demonstrates two basic responsibilities: one, that of producing sociological and anthropological answers to the social problems emerging in national development,and the other, that of investigating social problems both with reference to the former need and to that concerning structural change with which it is closely related. Raphael, Elizabeth Van S. "Un programa culturalmente basado, para el nino indigena norteamericano de cultura diferente," Anuario Indigenista, Vol. XXVIII, (December, 1968), pp. 120-125. English Summary: Although Indian cultures provide a rich heritage, they are poorly understood and poorly taught. Indian leaders fear the loss of their children's cultural heritage through traditional educational patterns. Present thinking, however, indicates that culturally-based curricula may significantly increase the level of academic achievement and promote a more positive self-concept. Pilot projects involving new text materials, greater parental and community involvement,and a more definitive relevance to Indian students are being introduced in order to provide a firmer base on which alternative value choices may be made. 1969 Hickman, John M. "Barreras linguisticas y socioculturales a la comunicacion," America Indigena, XXIX No. 1 (January, 1969), pp. 129-141. English Summary: The problem of educating the groups that are still not completely integrated within national life is the theme around which the author develops his thesis. The social situation in which the individual finds himself determines, to a great extent, his conduct. Wherever there is bilingualism there will always be a certain degree of separation between knowledge and conduct: each of the languages are used in different cultural environments. Learning a second language may be relatively easy, but it is not easy to become a bicultural being since this implies alternative participation in two cultures. The teachers' mission is not just to prepare people so that they can pass from the traditional cultural forms to the insecurity of life in the poverty belts of the metropoli, but to stimulate the responsible development of a new form of life that can be satisfying and productive for the participants. These conclusions lead the author to emphasize the necessity for the teachers, as cultural change agents, to take into account four cardinal rules: 1) to clearly define the goal sought and to be aware of the consequences that may derive from the achievement of their aims* |
