One of the goals of my project here in Colombia is to look at how they teach diversity and inclusion in schools. The reason I was placed in Cali to carry out my research is because Cali is considered the most diverse city in Colombia and the second most diverse city in South America (after Sao Paulo, Brazil).
If you define diversity as “variations of different characteristics among a group of people”, Cali is diverse. But taking if further, diversity is often associated with inclusion, meaning the practice of including differences among various groups (racial, socioeconomic, religious, gender, age, etc) Although according to DANE, Cali’s demographics include approximately 60% afro colombians, 10% indigenous, and 30% white (call mestizos here), the creation of social statuses has clearly kept these groups segregated.
The more I learn, the more complex the situation. History plays a big role. A quick overview of Spanish colonization explains that the Spaniards arrived in Colombia in 1499 and started the process of colonization in 1525. During this time, Spanish rule controlled the indigenous populations, and often used tactics of tribal separation or enforcement of Spanish language and Catholicism to remain in control. As the indigenous died due to disease or hard labor, the Spaniards decided to import African slaves to the Americas. The Spaniards created a caste system called encomiendas, where classes and race were separated and a hierarchy was formed. The separation was apparent in living conditions, as well as working conditions and entire cities were created around this caste system. Today, all large cities in Colombia (and other South American cities) have stratification systems, which are a direct reflection of how the Spaniards created their cities in the Americas. Cali’s neighborhoods are considered strata 1-6, with 1 being the lowest economic strata and predeominantly afro colombian in race. And stratus 6 is the highest economic strata with a predominantly mestizo population.
As described in a previous blog, I was able to visit several schools in and outside of Cali. I have now been to schools in all 6 strata. I interviewed many students and teachers on the topic of diversity and inclusion. (outcomes in previous blog)
But recently, I was able to gain more insight on the topic of diversity through conversations with Victor, Leidy and Ana. Here’s what I learned from those conversations…
Victor, the coordinator for ethnic issues at the Universidad del Valle, supports all things afro and indigenous at UniValle. He explained that the University has 30.000 students total and of those about 2.500-5.000 are afros y 1.000-2.000 are indigenous. Visitor makes sure the University is complying with the government mandates that are in place to support ethnic groups in education. The Decreto 1122 de 1998 says that all public educational institutions must include teaching in their curriculum on afro and indigenous people of Colombia. In addition, the Constitution (Constitución 7 y 13) states that Colombia is a multio-ethnic country and all groups should be treated equally. There are several groups, mostly student lead, at the university making sure the university is in compliance with these laws. Victor explained that there is still a lot of work to be done. Tonight, I sat in on a conversation with a group of afro and indigenous students who voiced their opinions and concerns on this topic. Most of them felt that there was a significant amount of discrimination at the University. From what I’ve seen and heard, diversity and inclusion is a topic of importance and while there are many people trying to make changes, the process is slow.
Ana, the principal at Etno-instituto Nuevo Latir sede Isías Duarte Cancino, explained that according to the Ley 70 (Law 70), if a school’s population is comprised of at least 50% afro -colombians students and 50% teachers (though a self evaluation survey), they are labeled as “ethno-institutions” by the government and teachers are considered “ethno-educators” if they go though additional training. As ethno-educators, they are required to participate in ongoing professional development to learn the culture, history and ancestry of the afro colombians, and how to include that in their curriculum. Unfortunately, Ana is concerned that the training and hiring for minority teachers is not happening in all schools. However, she did tell me about what some teachers are doing to promote afro colombian culture in her school. She explains that students are taught about the history of braids, the purpose of turbans, how they spend their free time, why they like to fish, and more. She also tell me that the benches throughout the school are typical of the Pacific afro colombian coast. Their school also has a museum depicting different elements of their culture that teachers use in their lessons. I asked Ana if their school also teaches about other ethnic groups and she explains that there are two indigenous teachers at her school who also teach about their communities and have created a garden with medicinal plants that they use as a teaching tool. She seems positive about what is happening at her school, but also says there is more work to be done.
Leidy is the student governor of the UniValle Cabildo (all indigenous student group). She told me that there are 115 indigenous communities in Colombia and in accordance with Convenio 169, the government recognizes the rights of those communities and peoples, particularly their rights to an equal education. At the Universidad del Valle, there are a certain number of spots held in each discipline for indigenous students. As the government of the “Cabildo” at UniValle, Leidy oversees that the indigenous students are supported. She explained that in partnership with local non-profit organizations, there is very low cost housing for 40 indigenous students who would otherwise not be able to live in the city to go to school. The organization also organizes several events to teach cultural awareness and local costumes to each other, themselves and the larger University community. Tomorrow is their New Years Celebration!
In conclusion, while living in Cali focusing on the topic of diversity and inclusion, I’ve talked to a lot of people with a variety of opinions. In general, I’ve learned that they are very aware of the issues and working on solutions, but there is still lots of work to be done. I imagine it’s the same in most countries around the world – always a work in progress!