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Curricular Invisibility: Raizal Identity and the History Curriculum in San Andrés Island’s State Schools
Invisibilidad curricular: identidad raizal y el currículo de historia en escuelas públicas en San Andrés Isla
DOI:
https://doi.org/10.15446/cuadcaribe.n30.118724Palabras clave:
multicultural education, cultural identity, social justice in education, inclusive curriculum, culturally responsive education (en)educación multicultural, identidad cultural, justicia social en la educación, currículo inclusivo, educación culturalmente relevante (es)
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This study examines how the Social Studies curriculum in public schools on San Andrés Island reflects the identity and values of the Raizals, an ethnic and Indigenous community. Adopting a case study approach and descriptive content analysis, it analyzes 2016 6th to 9th-grade curricula, categorizing themes such as History, Culture, Behaviors and Values, and Language. The findings reveal that the curriculum prioritizes global and national identities while offering minimal representation of Raizal heritage. Although Afro-Colombian topics are included, they fail to adequately capture the distinct cultural and historical identity of the Raizals, highlighting the marginalization of local ethnic narratives in favor of broader frameworks. The study underscores the critical need to integrate Raizal content into the curriculum to preserve their cultural identity, enhance student engagement, and promote social justice. It emphasizes the importance of a curriculum that reflects the lived experiences of Raizal students, enabling them to connect with their history and develop a strong sense of identity. Additionally, the research highlights the pivotal role of teachers in designing culturally responsive curricula and addressing implicit biases that may hinder meaningful inclusion. Future studies should evaluate the Afro-Colombian Studies Program (CEA) as public policy, assessing its effectiveness in representing Raizal identity and its implementation in schools. This research contributes to the broader discourse on education policy and ethnic identity in San Andrés, advocating for inclusive and locally reflective curricula.
Este estudio examina cómo el currículo de Ciencias Sociales en las escuelas públicas de San Andrés refleja la identidad y valores de los Raizales, comunidad étnica e indígena del archipiélago. Mediante un estudio de caso y análisis de contenido descriptivo, se analizan los currículos de 2016 para grados 6º a 9º, categorizando temas como Historia, Cultura, Comportamientos y Valores, y Lengua. Los hallazgos muestran que el currículo prioriza identidades globales y nacionales, mientras ofrece una representación mínima del patrimonio Raizal. Aunque se incluyen temas afrocolombianos, no capturan adecuadamente la identidad cultural e histórica de los Raizales, marginando sus narrativas en favor de referencias globales. El estudio resalta la necesidad de integrar contenido Raizal para preservar su identidad cultural, aumentar la participación estudiantil y promover justicia social. Subraya la importancia de un currículo que refleje las experiencias de los estudiantes Raizales, permitiéndoles conectarse con su historia y fortalecer su identidad. Además, enfatiza el papel clave de los docentes en diseñar currículos culturalmente pertinentes y eliminar sesgos implícitos que obstaculizan la inclusión. Futuros estudios deberían evaluar la Cátedra de Estudios Afrocolombianos como política pública, analizando su efectividad en representar la identidad Raizal e implementarse en las escuelas. Esta investigación aporta al debate sobre políticas educativas e identidad étnica en San Andrés, abogando por currículos inclusivos que reflejen la realidad local.
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