Fernando Hashimoto is full professor of percussion at the Institute of Arts of the University of Campinas (Unicamp). Hodges is Associate Director of the Netter Center for Community Partnerships at the University of Pennsylvania.
PREFACE
The book is an important step in the creation of this Learning Community and presents an overview of the democratic mission and civic engagement in higher education in Latin America and the Caribbean. Thus, Latin America and the Caribbean seek to join the global conversation on the democratic mission and civic engagement, referring to the region's rich and diverse experience over the years.
CONTEXT
GLOBAL COOPERATION FOR THE DEMOCRATIC MISSION OF HIGHER
Belief in the democratic purposes of the research university reverberated throughout higher education at the beginning of the twentieth century. It was the seventh global forum and the first event officially co-hosted by the partners of the Global Cooperation for the Democratic Mission of Higher Education.
RETHINKING HIGHER EDUCATION AND CIVIC ENGAGEMENT IN LATIN AMERICA
In the 1950s and 1960s, it was part of the national development strategies that were dominant at the time. Others - the majority - in the name of religious sentiment and under the auspices of the Society of Jesus, incited to betrayal and submission (a strange religion that teaches contempt for honor and dejection of personality! A religion for losers or slaves!) .
PART I: DEMOCRATIC MISSION
Finally, we have the perspectives of the two main higher education associations of Latin America and the Caribbean, namely the Inter-American Organization for Higher Education on behalf of which David Julien and Romel Castaños explore the topic of Higher Education Networks and Democracy in Latin America and the Caribbean. . Roberto Escalante Semerena and Patricia Avila Muñoz, on behalf of UDUAL (Unión de Universidades de América Latina), make an important program statement on Higher Education, Democracy and Engagement in Latin America, which closes this section.
HIGHER EDUCATION AND SOCIAL ENGAGEMENT IN LATIN AMERICA
Depending on the structure of the social mission of HEIs, at least three models can be distinguished: a) ivory tower; b) context-. It dates back to the beginning of the 20th century (with the creation of the Mexican welfare system in 1910 and with the Argentine Córdoba Reform Movement in 1918). Internships in urban suburbs or rural health centers based in the Faculty of Medicine of the University of Tucumán, Argentina.
Purification and sanitation of water for domestic use and human consumption for the inhabitants of the Calderas community in the municipality of Amatitlán. Declaration and Plan of Action of the Regional Conference on Higher Education in Latin America and the Caribbean. Pioneering in various forms: Discussion of the service learning model of Lingnan University in Hong Kong.
DEMOCRACY AND CITIZENSHIP IN THE CARIBBEAN: CHALLENGES AND
PERSPECTIVES IN THE DEVELOPMENT OF PROJECTS IN HIGHER EDUCATION
It forms one of the four subcontinents of America in two archipelagos, the Greater Antilles and the Lesser Antilles, located in the Caribbean Sea. In the mid-20th century, the region gained geopolitical, military and strategic importance as a result of the Cuban Revolution. One of the leading indicators is the decline in support for democracy in the region (Latinobarómetro, 2018; Zechmeister and Lupu, 2019).
The democratic institutions that took more than four decades to build up in the Caribbean region now face a dangerous threat. The Dominican legal framework for higher education recognizes the importance of the third mission and provides the mechanisms for its implementation. The university serves as the global center of the United Nations Academic Impact (UNAI) global citizenship education initiative.
CIVIC ENGAGEMENT AND THE CO‐CREATION OF KNOWLEDGE: THE CASE OF THE
To exemplify how public engagement is embedded in the Mexican scientific environment, we have selected the case of the National Autonomous University of Mexico (Universidad Nacional Autónoma de México, UNAM). These are spread over the main university headquarters, 'Ciudad Universitaria', and the various external campuses in other states of the country such as Baja California; Querétaro; Morelia; Morelos and Yucatán. While the research activities at UNAM used to be usually concentrated in research centres, a good percentage of the research at UNAM today is carried out by academic staff from the various faculties and schools of the university.
However, it is hard to believe that a higher education institution like UNAM, which produces almost a quarter of the research produced in Mexico (Gaceta UNAM, 2021), does not have clear objectives to encourage and support public engagement in research. Furthermore, participating projects mostly rarely seek institutional support, apart from funding (when they can fit the particular criteria). Part of the research included in this chapter was supported by the European Union's Horizon 2020 research and innovation program under grant agreement no.
ETHNICITY/RACE, LANGUAGE AND INEQUALITY IN HIGHER EDUCATION
Although the term "structural racism" is correct in emphasizing the role of racism in the construction and reproduction of contemporary societies, some uses of the term may be incorrect in the design and implementation of effective interventions to combat racism. I have had several opportunities to observe how particular representations of the idea of 'structural racism'. The second enriching source comes from my role as director of the Programa Educación Superior y Pueblos Indígenas y Afrodescendientes en América Latina (Programa ESIAL), at the Universidad Nacional de Tres de Febrero, since 2011.
From this program, we promoted the creation of Red Interuniversitaria Educación Superior y Pueblos Indígenas y Afrodescendientes en América Latina (Red ESIAL), which currently has the participation of. These assumptions place the problem and any possible answers outside the control of Higher Education. Furthermore, in most HEIs in those regions, the worldviews, values, languages, knowledge systems and learning styles of the territories' African and indigenous communities do not form part of the curriculum for any of the subjects.
TEACHING DEMOCRACY AND CITIZENSHIP AND HIGHER EDUCATION IN LATIN
AMERICA
With the fall of the Berlin Wall, the liberal democratic system seemed to remain. The survival of a democratic system over other regimes required the commitment and cooperation of all involved. Analyzing the promotion of democracy and its values in Latin America requires knowledge of particularities such as those discussed earlier.
Faced with this reality, I claim that while the liberal-based constitutional democratic regulations of the region have. The regulations regard the category of 'citizenship' as an essential element of the democratic political system. The proposal is based on a series of general assumptions that are largely present in the regulatory systems of constitutional hierarchy in the countries of the region.
HIGHER EDUCATION NETWORKS AND DEMOCRACY IN LATIN AMERICA AND THE
Another gap can be found in the lack of diversity and inclusion in the institutional leadership of the university sector. However, between 2000 and 2018 the percentage growth of the gross enrollment rate among the poorest in the region was 5%, which stands at just 10%. In the words of Paulo Freire, it is ʺcreation of the possibilities for the construction and productionʺ of education itself (1996).
In the short term, concrete alternatives to the traditional model were offered in the face of the restrictions brought about by the pandemic. Marginalization of education, social and economic marginalization, and the underrepresentation of minorities in democratic institutions are factors in the continuation of discriminatory power dynamics. ʹEducation and Critical Thinking to Build Citizenship: An Investment in Strengthening Democracy in America' Policy Brief Series, Education and Democracy V4-6.
HIGHER EDUCATION, DEMOCRACY AND ENGAGEMENT IN LATIN AMERICA
Colleges create university programs and projects in response to demands from the university itself or those formulated by the community. University Social Responsibility is the university's responsibility for the social and environmental impact it generates, through the ethical and efficient management of its administrative processes and academic functions. The recognition of the social and pedagogical role of the university, as a catalyst for knowledge about systemic impacts in the global era, constitutes what we call University Social Responsibility (USR) as a comprehensive and transversal management of the impacts of higher education on the society. society (2022).
This, while trying to engage with students about the pressures of closure and other implications of the pandemic. The challenge is how to incorporate technology to achieve greater outcomes for the benefit of the university community and society. Capacities and social commitment of the Latin American university at the time of the pandemic].
PART II: CIVIC ENGAGEMENT
Natacha Pino Acuña, rector of Aysén University in southern Chile, offers an overview of the importance of territorial engagement in a regional university that was founded in response to the mobilization of local indigenous peoples in the region. University of Aysén (Chile): From Social Demand to Engaged Territories describes how the university's new leadership is now returning this commitment to the role of higher education and has created an extremely valuable lesson for co-creating civic participation in higher education. Pablo Ayala Enriquez, head of civic engagement at the University of Monterrey (Tecnológico de Monterrey) in Mexico, contributes a chapter on the long-standing efforts to engage with society at this important university.
Ethical and civic education through social services in the new education model at Tecnológico de Monterrey describes a recent experience with that strategic reorientation and the lessons we can learn from it. We learn from the diversity of experiences in the English-speaking Caribbean and the potential for expanding community engagement initiatives.
CIVIC ENGAGEMENT THROUGH
EDUCATIONAL SOCIAL PRACTICES AT THE UNIVERSITY OF BUENOS AIRES (ARGENTINA)
The University Reform Movement (UFM) (Movimiento de la Reforma Universitaria), a student-led movement, was central to the introduction of the reform law and the changes it brought about. The current UBA statutes include a chapter on the social function of the university (Chapter III). In 1984, the management of the social function was prioritized through the establishment of a University Extension and Students Secretariat.
While the initiative was not actually implemented in the 1990s, it was reinstated in 2010, with the creation of the Social Educational Practices. These maps will also form the basis for the communication and distribution of the project results to the community. To conclude, we would like to reflect on two specific aspects of the social commitment of the UBA.