Seeing Ourselves and Others
The Ignored African Diaspora in Modern Mexico
Paper Presentation in a Themed Session Magdaleno Manzanárez
The historical development of the Afromexican population is hardly known in contemporary Mexico, except for modern day social activists and a nascent body of researchers who have made progress in unearthing pieces of this story, the rest of the people remains unaware. While it is well known the subjugation of the native people and the introduction of slaves into New Spain starting in the XVI century, there is scant awareness of the latter’s contribution to the economic and social foundations of the nation. Aside from vague references about their importance to the colonial labor force, Afromexicans were not integrated into the historical narrative of the country. The purpose of this paper is to illustrate how Afromexicans ceased to exist in the annals of Mexican history after three hundred years of their physical introduction to New Spain. In the quest to create a nation out of more than 350 different original groups and the perception that European and European descendants were superior to the native and Black populations, the builders of the new independent nation erased from history a whole demographic group. It is only in last few years, and two hundred years since independence, that Mexicans are beginning to learn about their past and present-day Afrodescendants in their country. Both the concepts of nation-building and the ideology of mestizaje (race mixing) are used as frameworks to analyze this socio-political phenomenon.
Featured Greek TeacherAttitudes towards Refugee Children: Facing the 'Otherness'
Paper Presentation in a Themed Session Ariadni Kouzeli, Eugenia Arvanitis
Five teachers narrate their thoughts and problems they face as well as their expectations regarding the education of refugee children. The researcher uses Bennett’s (1993) theoretical model of intercultural sensitivity in order to present the extent to which the teacher is “open” to the intercultural difference towards refugee children and their families. The purpose of this study is to capture the thoughts, problems and expectations of teachers who teach refugee children. The research tool is the narrative based on the narrative model of Clandinin and Connelly (2000). Regarding the results, the teachers emphasize that it is very important to specialize with continuing education such as a master’s degree in intercultural education and participating in seminars related to the education of refugee children.
The Neoliberal Other in EU's Education Discourse about Inclusion
Paper Presentation in a Themed Session Angeliki Mikelatou
This study explores the construction of identity within the framework of European Union (EU) educational discourse, through the lens of Foucault’s theory of governmentality. It investigates how neoliberal power structures embedded in EU policies shape identity by promoting values such as competitiveness, employability, and economic rationality, beginning from early childhood education. These discourses function as regimes of truth that guide individuals to internalize externally imposed goals, often mistaking them as their own, thus forming a political identity aligned with neoliberal imperatives. The EU’s educational rhetoric reconfigures education as a tool for developing human capital rather than for personal or intellectual growth. Individuals are compelled to continuously upskill to remain employable, leading to a redefinition of success in economic rather than social or democratic terms. This process, framed as inclusive, actually marginalizes those who do not conform to the neoliberal ideal—what Foucault describes as the “Other.” These individuals, unable or unwilling to adapt to the demands of the market, become excluded and stigmatized. The research further argues that this economic rationality not only molds individual identity but also redefines collective European identity as market-oriented and culturally homogenized. Cultural identity becomes instrumentalized, aligning more with economic utility than with diversity or local traditions. In this context, the neoliberal “Other” emerges as a byproduct of exclusionary mechanisms that privilege certain populations while disadvantaging others. The paper critically reflects on the biopolitical implications of this transformation and the role of EU education policy in reinforcing systemic inequalities.
