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Intercultural higher education in Mexico works toward the creation of new professional, cultural, and linguistically pertinent profiles that empower indigenous youth and their communities. This paper presents the empirical results of a research project that ethnographically accompanies young graduates from an intercultural Mexican university, Universidad Veracruzana Intercultural. The objective is to describe the way this institution develops knowledge/activities by opening up to other types of knowledge; an analysis is made of the characteristics of the university's recent graduates, and their academic and community knowledge is presented. [ABSTRACT FROM AUTHOR]

This paper describes the antecedents in the field of intercultural bilingual education (ibe) carried out by the Teachers Union of New Education for Mexico (unem) in collaboration with research centers and national and international financing agencies. An analysis is made of the collaborative design process of the “unem Curriculum Model of Intercultural Bilingual Education” (Bertely, 2009). Th e article shows, based on a critical statement of interculturality (Walsh, 2002; Gasché, 2008 a and b), the construction of an intercultural rooted methodology inspired by the postulates of critical theory (Denzin and Lincoln, 2005), collaborative ethnology (Lassiter, 2005; Rappaport, 2007), and constructivist theory (Charmaz, 2000; 2006). Th e result is the intercultural co-theorization intercultural of an ibe model sustained by sociocultural and territorial rootedness in the educational work of teachers/aids, children, and members of the community. [ABSTRACT FROM AUTHOR]

This paper presents the result of an educational intervention in a private university in Mexico, in which the students and their teacher developed blogs, participating collaboratively in a search for information, reading, and writing oriented to the elaboration of a critical essay. With virtual ethnographic interviews and two online questionnaires, an analysis was made of students' perceptions of the blogs' influence on their academic literacy, the links and tensions between the two types of writing, and the possible lessons for educational innovation in the area. In light of this case, the article argues the need, from a sociocultural perspective, for higher education to encourage practices of reading and writing that recover the genuine social, dialogical, and identity-related meaning of all academic writing. [ABSTRACT FROM AUTHOR]