Day 1
Title: Education and Violence in Central America
1:00pm-2:20pm
Panelists
Mneesha Gellman, Elizabeth Oglesby, Licho López
Discussant
Nicholas Limerick
Mneesha Gellman
Biography
Assistant Professor of Political Science, Emerson College, Boston, MA
Panel Abstract
Inequality in access to higher education: structural problem, public investment distribution and public management
Co-authored by Michelle Bellino
El Salvador and Guatemala both underwent civil wars that severely impacted both countries’ most marginalized citizens, including indigenous peoples. Today, spaces for the teaching and learning of the violent past are challenged in each country, with implications for indigenous and non- indigenous people alike. This paper traces the impact of democratization in El Salvador and Guatemala on the educational sphere, documenting the trends in what is being said and what is being silenced about the civil wars in formal and informal education sectors. We argue that different democratization and transitional justice processes have created certain opportunities and challenges for teaching and learning about indigenous peoples’ roles and experiences in the civil wars in each country.
Nicholas Limerick, Discussant
Title: Education and Violence in Central America
1:00pm-2:20pm
Panelists
Mneesha Gellman, Elizabeth Oglesby, Licho López
Discussant
Nicholas Limerick
Mneesha Gellman
Biography
Assistant Professor of Political Science, Emerson College, Boston, MA
Panel Abstract
Inequality in access to higher education: structural problem, public investment distribution and public management
Co-authored by Michelle Bellino
El Salvador and Guatemala both underwent civil wars that severely impacted both countries’ most marginalized citizens, including indigenous peoples. Today, spaces for the teaching and learning of the violent past are challenged in each country, with implications for indigenous and non- indigenous people alike. This paper traces the impact of democratization in El Salvador and Guatemala on the educational sphere, documenting the trends in what is being said and what is being silenced about the civil wars in formal and informal education sectors. We argue that different democratization and transitional justice processes have created certain opportunities and challenges for teaching and learning about indigenous peoples’ roles and experiences in the civil wars in each country.
Nicholas Limerick, Discussant