Sigue (to follow) will use mainstream and alternative media sources to highlight global interconnectedness and collaboration in Latin America. Given current education situations and international interest in Latin America, it will focus on broader themes of globalization, and its effect on both education and development, indicating that everything comes back to education. Our audience is anyone interested in issues of education and development in Latin America.
Thursday, April 19, 2012
A Latin American Spring?
Thursday, April 12, 2012
Iran's Movin' In

As a side note, Ray Walser from the Heritage Foundation wrote an article about US-Brazil relations with specific details on the presence of Iran in Latin American and what that may mean for the region (see: http://tinyurl.com/7mn9g94). The article indicates how "democracy promotion" is not present in Brazil's foreign policy agenda, but that it's very important for the US interests in the region, with specific regard to the presence of Iran in Latin America. It also addresses Channel One's questions about the "West" stepping in, as this article definitely talks about steps that the US should take regarding its relationship with Brazil in terms of Iran's involvement. The rhetoric of the article focuses on the "united'' relationship that the US and Brazil should have around human rights, anti-nuclear proliferation, and democracy promotion. The article addresses the differences between Brazil and the US in terms of its relationship with the Middle East, specifically Iran and Palestine (recognizing Iran as a developing nation and a 'victimized' trade partner, recognizing Palestine's statehood, voting against stricter anti-proliferation restrictions for Iran, which might promote Iran's nuclear program). The article suggests that Obama needs to address these concerns with Brazil vis-a-vis the 'diplomacy of persuasion.' Obviously, this article expresses the US opinion about the consequences of Iran in Latin America on the US, which I think deals with the issue of conflicting perspectives between Latin America and the US. The US has issues with Iran's involvement in Latin America because it will negatively impact US interests and because Iran is not a friend of the US. However, I still think the general opinion of how Latin America feels about Iran's involvement is lacking. What should the US role be regarding other country's relations with Iran? Should the US have a role, given the rhetoric of its desires and interests. How should Latin American countries deal with Iran? There are so many questions, and so few answers.
Tuesday, April 10, 2012
Teachers versus Technology in Peru
Education in Peru: A disappointing return from an investment in computing
Apr 7th 2012
http://www.economist.com/node/21552202
GIVING a child a computer does not seem to turn him or her into a future Bill Gates—indeed it does not accomplish anything in particular. That is the conclusion from Peru, site of the largest single programme involving One Laptop per Child, an American charity with backers from the computer industry and which is active in more than 30 developing countries around the world.The April, Americas edition of the Economist reports that the Inter-American Development Bank has published a paper entitled Technology and Child Development: Evidence from the One Laptop per Child Program in which after an intensive 15-month, 319 rural school study, researchers have found no "empirical" evidence of the programs' success (Download full report here). The article explains that the researchers also found no correlation, or rise, in reading or math scores, improvement in homework, classroom attendance, nor did it find an increase in motivation, as was initially hypothesized. The article states that although Peru has "one of Latin America's worst education systems," an increase in the country's revenues from mining operations allowed for a $225m investment in 850,000 basic laptops. Yet, as touched on above, test scores and literacy rates remain low throughout the country. Of course, as you may or may not know, the model is supported through the One Laptop Per Child (OLPC) initiative, whose website illustrates:
Roughly 2 million children and teachers in Latin America are currently part of an OLPC project, with another 500,000 in Africa and the rest of the world. Our largest national partners include Uruguay (the first major country in the world to provide every elementary school child with a laptop), Peru (our largest deployment, involving over 8,300 schools), Argentina, Mexico, and Rwanda. Other significant projects have been started in Gaza, Afghanistan, Haiti, Ethiopia, and Mongolia. Every school represent a learning hub, a node in a globally shared resource for learning.See video for more information:
Other sources, such as PC Mag cite a lack of internet connectivity as a central issue and links the results to a lack of "high quality, complementary" education. However, the Examiner says it best, I believe, with their title: Technology doesn't improve education, Teachers do. Also, see Mashable and ZD Net for further commentary and information.
Initially, I have to admit, I was surprised by the results of the study. I anticipated that the implementation of computer technology in Latin American classrooms would surely bring much-needed changes that would hopefully level the playing field for students who have not grown up with a "computer lab" or "computer class", as I myself did, and many students in the First World, or developed countries, had in their early primary years of study. Nonetheless, it makes perfect sense as to why this program is not succeeding at this point in Peru. It seems that you cannot restructure current education systems by simply dropping materials into the classroom. It appears to be a false expectation/misconception that was not clearly organized or addressed at the onset in order to "make a real difference." I put those words in quotation marks because of course, these differences are going to be interpreted differently across participating countries, cultures and people.
This blog entry is unique in that this is the first time Sigue is writing on Peru -- hopefully we can continue to examine this program and its progress in Peru. Certainly this is interconnectedness at its central core, however, a quick look at the people involved in the operation and development of OLPC initiative screams: where is the educational component and where are the education experts? Of course laptops are not a "magic cure-all", as one blogger laments. Shouldn't interconnectedness involve a greater listening process? I propose a more flexible model that takes into account already existing structures in order to build on already-exisitng education systems with the use of technology and not through it. Additionally, it is possible, gasp, that economic investments would be better off in other sectors rather than technology, such as continuing education/training for teachers.
On a personal note, I have taught in a Montessori school where I have had every tool at my disposal -- a dream classroom for some. However, as readers are aware, I currently work for the Barrio Planta Project (BPP), which does struggle in terms of materials and supplies. I must say that my current work has forced me to be more creative and dynamic in not only lesson planning and curriculum, but in the general way in which I teach and reach students. That, I believe, the core of quality education and while we would certainly welcome a computer lab, we know that strong, educated and motivated teachers make for strong, educated motivated students -- period. What are your thoughts?
Friday, February 17, 2012
A Venezuela Without Chavez?

This article attempts to hypothesize what may happen in Venezuela if Chavez is challenged by the opposition movement in it's first presidential primary. The prevailing opponent, Capriles, is a younger version of Chavez, and may pose quite the challenge to the aging and ailing president. Chavez instituted populism in Venezuela, marked by the persecution of political opponents, nepotism in parliament, an emerging oil industry, and close relationships with fellow Chavista leaders in Bolivia, Ecuador, Nicaragua and Cuba. The authors highlight five potential post-Chavez situations in Venezuela. First, the opposition's campaign could create anti-Chavez fallout; or Chavez could be elevated to martyr status like Che in Cuba, allowing for his brother to assume the presidency and continue the Chavez rule of Venezuela. However, given Latin American history, a military junta could assume power behind the scenes, using a figurehead ruler to appease the people; alternatively, Venezuela could be the new Colombia, full of drug violence. The last scenario has the next Venezuela leader as the new "Lula;" Brazil won't allow its neighbor to fall to evils of globalization, and instead could use its regional leadership to lead it into a functioning democracy.