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Use and implementation of ICT in the education of indigenous communities: a matter of human rights

IEEE Computer Society team

One of the greatest democratic achievements of the last century was the recognition and guarantee of education as a fundamental right. In this sense, the 1948 Declaration of Human Rights, promulgated just three years after the United Nations Constitution, and in the context of seeking better opportunities for the world’s population, established that education is a fundamental and obligatory right. is. It also points out that its aim is the full development of the human personality, always giving preference to tolerance, respect and understanding for all religious and ethnic groups.


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Later in 1989 and under the agreement of the International Labor Organization on Indigenous and Tribal Peoples (Mexico) was established to allow Member States to take measures that enable interested parties to receive education at all levels. Moreover, this education should be the same as that for the rest of the community. The Declaration of the Human Rights of Indigenous Peoples, for its part, establishes the right of children to access state education without discrimination.

Continue reading “Use and Implementation of ICTs in Indigenous Community Education: A Human Rights Issue” from the 2019 International Conference on Inclusive Technologies and Education (CONTIE) issues facing Mexico’s indigenous communities in accessing education, and how ICTs can be used to reduce these obstacles.

Abstract
Education is a human right guaranteed by the Mexican Constitution and protected by various international conventions and declarations that must be adhered to by Mexico. This right is universal and the state is obligated to provide education to all individuals in a free and compulsory manner. Moreover, this education must be sufficient and of high quality. Despite this, there are several groups and communities that, due to their high degree of marginalization or cultural conditions, have very low educational indices. Such indigenous communities in Mexico, who because of their economic situation, as well as linguistic and cultural barriers to the rest of the country, received limited education. This research will analyze the human right of indigenous members to receive quality education, and how ICT could solve the cultural divide through inclusive education. To this end, this research will present the key issues facing indigenous communities in the field of education, as well as ways to mitigate them through the use of ICT.

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