Why we need to talk about lifelong learning and intercultural universities

Lorena Sanchez Tyson,Valerie Watson Vega

doi:10.18546/lre.17.3.10

Abstract

This article explores whether and how contemporary discourses in lifelong learning (LLL) can support intercultural universities in Latin America. Since the late twentieth century, LLL has primarily been seen through a Eurocentric lens, with a strong focus on the development of skills for knowledge-based economies and societies. As this discourse has been promoted and adopted by so-called developing countries, the focus has shifted from an identified need for continuous learning in a global society to mainly targeting the promotion of basic education, as is evidenced by the United Nations Sustainable Development Goals. In this context, we have identified a need for further discussion and research on intercultural universities, many of which are becoming increasingly vulnerable in current neoliberal times. This article looks at two intercultural universities in Mexico and Ecuador and suggests that a more indigenized approach to LLL could provide a stronger sense of ownership and participation in decision-making. Thus, LLL can be an ally for a new and decolonized conceptual framework that further legitimizes intercultural universities and provides a long-term strategy for the future.

Highlights

This article focuses on the need for an intercultural, context-based lifelong learning (LLL) agenda for Latin American (LA) countries
This reframing draws from the foundations of LLL as a concept, looking back at the social problems that it intended to address and how it can be linked to the needs of countries that have wider concerns than global competitiveness (Preece, 2009)
The two universities that this article explores are the Universidad Veracruzana Intercultural (UVI) and the Intercultural University Amawtay Wasi (IUAW). These two universities exemplify, on a small scale, the types of changes that are happening in higher education (HE) in the region and how LA countries are attempting to respond to the need for a new decolonizing conceptual framework in education that encourages horizontal, symmetrical and reciprocal relationships (Briones, 2008). We argue that these institutions share key similarities in that they are both culturally and linguistically diverse post-colonial countries where neoliberal policies have affected HE (Mato, 2014)

Summary

Introduction

This article focuses on the need for an intercultural, context-based lifelong learning (LLL) agenda for Latin American (LA) countries This reframing draws from the foundations of LLL as a concept, looking back at the social problems that it intended to address and how it can be linked to the needs of countries that have wider concerns than global competitiveness (Preece, 2009). 348 Lorena Sanchez Tyson and Valerie Watson Vega how it can be conceptualized in terms of the global North–South divide This is followed by an overview of three key components of the LA context: indigeneity, interculturality and the history of higher education (HE) in the region. The article suggests that the LLL discourse can be a strong ally for a renewed conceptual and policy framework as seen through a decolonial lens, which further legitimizes these institutions and provides a long-term strategy for the future

About lifelong learning

About indigeneity and interculturality

Universities in Latin America

How can lifelong learning support intercultural universities?

Findings

Notes on the contributors