El objetivo de la Red Educativa Latinoamericana (RELA-Europa) es ampliar las oportunidades educacionales de los latinoamericanos y sus familias en Europa. Los materiales de educación serían también para beneficio de los sistemas educativos latinoamericanos y serviría para el uso de europeos en América Latina y otros quienes estuvieren interesados, o tengan interés en América Latina: organizaciones voluntarias, latinoamericanistas, diplomáticos, gente de negocios, turistas, estudiantes y otros.

La literatura, el cine, la música, la poesía, las visitas virtuales a sitios históricos, la televisión, la radio, la cátedras universitarias serían divulgadas vía RELA de una forma moderna (mp3, mp4, etc.).

Los materiales serian preparados en América Latina, Europa y/o por latinoamericanistas en otras áreas, y podrían ser desarrollados y distribuidos de forma que fuesen usadas, por ejemplo, en el hogar, en asociaciones culturales, centros comunales, colegios, universidades (en casos donde, de momento, no existan estudios latinoamericanos), embajadas, consulados, lugares de trabajo, por individuos durante por ejemplo durante largos viajes en transporte público, y por otros grupos.

Padres de familia y asociaciones de latinoamericanos en Europa jugarían un rol importante en el esquema RELA, como también la red de mentores voluntarios y/o tutores pagados.

Bibliotecas nacionales y museos en la propuesta podrían actuar como fuentes principales de los recursos o como "backup" (respaldo) a los servidores de la red.

Especiales redes de idiomas reforzarían los lenguajes tradicionales. (Redes en Europa entre por ejemplo Aymará-hablantes, Quechua-hablantes y lenguas habladas en el trópico (oriente) del país).

Los grupos de aprendizaje del RELA tendrían entre sí miembros en el campo y en las ciudades de América Latina tanto como en Europa, lo que les permitiría un beneficio mutuo.

Las asociaciones departamentales y provinciales en América Latina tendrían un distinto rol en el campo educativo. Universidades locales latinoamericanas podrían ofrecer cursos o cátedras en Europa a un costo razonable.

En resumen, RELA no es un sistema de educación a larga distancia, más bien, es un sistema de acceso a materiales de aprendizaje en varios formas (media) a través de tutores locales.

For further details, see the project proposal document on the following pages or click www.geocities.com/rededucativa

Summary - Latin American Education Network (RELA) Europe

For Spanish see above

The objective of the Latin American Education Network (RELA-Europe) is to increase educational opportunities for Latin Americans and their families in Europe. The education materials will also be of benefit to systems of education in Latin America and be of use to Europeans in Latin America and others who are interested, or have interests, in Latin America: voluntary organisations, Latin Americanists, diplomats, business people, tourists, students and so on.

Film, narrative, music, poetry, webcam visits to historic sites, TV and radio, university lectures would be downloadable via RELA in contemporary formats (mp3, mp4, etc).

The materials are to be prepared in Latin America, Europe and/or by Latin Americanists in other areas, and should be so developed and distributed that they are useable in, for example: the home; cultural associations; community centres; school and college (extra-curriculum); embassies and consulates; university (in cases where currently there are no Latin American studies); workplace; other groups or environments and by individuals in otherwise “unused” time: e.g. on public transport.

Parents and cultural associations in Europe would play a vital role in the RELA scheme, as would a network of voluntary mentors and/or paid tutors.

National libraries and museums, in the proposal, would act as a principal source of media and as backup to the networks servers.

Special language networks in Europe will reinforce Latin America’s traditional languages: Aymara, Quechua and the languages spoken in the eastern part of the country.

“Family and friends” learning groups will link RELA members in the countryside and cities of Latin America with those who are currently living throughout Europe.

There will be new educational role for departmental and provincial associations, who would act as intermediaries and benefit from new low-cost learning centres. Local universities in Latin America will be able to offer their courses in Europe on a cost-effective basis.

RELA is not distance education but distance access to learning materials in various media with local mentoring (tutoring), plus a dynamic system for feeding back into the network quality materials developed by study groups. In a nutshell RELA will offer (a) connections to collections and provide (b) a system for organising tutoring or mentoring (extra-curricular education).

For further details, see the project proposal document on the following pages or click www.geocities.com/rededucativa.

Introducción

Como la ponencia tiene que durar nada más que veinte minutos pensamos dar un resumen breve primero, para que todos obtengan un panorama del proyecto “Red Educativa Peruana y Boliviana (Europa)”. Después del resumen Pablo va hablar en mayor detalle sobre las colecciones de documentos, libros, películas, grabaciones etc. que el programa necesitará. (Este va a ocupar varias horas entonces vamos a cortar el cable . . . cuando el llegara a los 20 minutos prescritos!)

¡El proyecto de una red educativa para peruanos y bolivianos en Europa es en principio una propuesta de carácter simple, pero con algunos obstáculos graves!

Los latinoamericanos en Europa viven, principalmente, no en ghettos – no en una forma concentrada, y para alcanzar a la mayoría, un programa de educación tiene que tener aspectos virtuales – es decir recursos educativos distribuidos por Internet. Se necesitaría también un sistema de tutores o profesores que cubrirían gran parte de los 25 países de Europa. Esto dependería de un gran esfuerzo voluntario (o un gran presupuesto!).

1. Dos elementos imprescindibles.

Entonces el proyecto para una “Red Educativa Peruana y Boliviana en Europa” tendrá estos dos elementos imprescindibles:

(1) Acceso desde cualquier parte de Europa a las colecciones de libros, documentos y otros medios en un servidor en – o vinculado con – las bibliotecas nacionales (Bolivia y el Perú)

(2) Un sistema para desarrollar, administrar y animar grupos de estudios en cualquier ciudad o lugar donde viven bolivianos y peruanos en Europa (y los demás latinoamericanos – cuando el sistema aumente)

Para no reinventar la rueda*, estos dos elementos (a) acceso a las bibliotecas de distancia y (b) múltiples grupos de estudio, necesitarían un intermediario “el especialista” para guiar a los tutores cuando estén buscando las colecciones de las grandes bibliotecas.

[*para que tutores/profesores no tengan que recompilar listas de referencias cada vez que empiezan nuevos cursos.]

2. Algunos obstáculos

Como ya se ha mencionado, estos elementos de la red propuesta, vienen “con algunos obstáculos graves”. Las bibliotecas y los museos no cuentan actualmente con colecciones completamente (ni aun parcialmente) digitalizadas, a pesar de que el progreso en este sentido – especialmente con textos antiguos - es más que se han supuesto. Pero falta un sistema para recompensar a los autores cuando un libro esta “prestado” a través de Internet. (A system of electronic public lending rights would permit books or fragments of books to be viewed and downloaded online).

El segundo obstáculo refiere al segundo elemento en la red – la formación y desarrollo de grupos de estudio. Hay cierta falta de tradición. El éxito en la formación de “tutorial groups” va a depender del apoyo no solo de asociaciones culturales latinoamericanos en Europa, en los servicios consulares en la comunidad, sino también de una coordinación con los servicios educativos de los estados europeos.

Resumiendo, los objetivos de la red educativa son:

(1) Ampliar las oportunidades educacionales de los latinoamericanos (peruanos y bolivianos en estos casos) y sus familias en Europa.

(2) Los materiales de educación serían también para beneficio de los sistemas educativos peruanos y bolivianos . . .

(3) y serviría para el uso de europeos en el Perú y Bolivia y otros quienes estuvieren interesados, o tengan interés en América Latina (Perú y Bolivia): organizaciones voluntarias, latinoamericanistas, diplomáticos, gente de negocios, turistas, estudiantes y otros.

Finalmente . . . .

3. Donde los materiales serian utilizados . .

Los materiales serian preparados en América Latina, Europa y/o por latinoamericanistas (en otras áreas), y podrían ser desarrollados y distribuidos de forma que fuesen usadas, por ejemplo,

(1) en el hogar,

(2) en asociaciones culturales,

(3) centros comunales,

(4) colegios, universidades (en casos donde, de momento, no existan estudios latinoamericanos),

(5) embajadas, consulados,

(6) lugares de trabajo,

(7) por individuos por ejemplo durante largos viajes en transporte público.

La brecha y el puente

4. La brecha educativa: Peruanos en Europa v. Europeos en el Perú

Recurso educativo	Peruanos en Europa	Europeos en el Perú
Propios colegios	NO	SI
Nivel I	SI	SI
Nivel II	NO	SI
Nivel III	NO	SI
Nivel IV	NO	SI
Propia universidad	NO	SI
Consejo cultural	NO	SI
Bibliotecas	NO	SI
Propia TV educativa	NO	SI
Cine indígena	NO	SI
Canal de música	SI	SI

5. El Puente. Continuing education for those migrating

¿Modernización de los bibliotecas, archivos de cine y de audio centrales ofrece reducir la brecha, pero va a hacerlo?

Los programas acelerados de digitalización no solo de libros pero otros medios va a ofrecer la posibilidad de establecer – utilizando estos nuevos recursos en línea – un sistema de grupos tutórales a través de Europa. La necesidad para recalificación, further educación y un sistema “continuativa”(following education). No todos en este cartoon (en carpeta pen_archivos: http://www.geocities.com/rededucativa/pen_archivos/image002.jpg ) va a tener calificaciones completas: migración muchas veces interrumpe el proceso de educación. Ustedes acá Peruanistas a este momento en Santiago son testimonios al éxito de muchos Peruanos en superar las dificultades de empezar educación en un idioma y terminar en otro. Talvez que necesitamos es un puente-sistema educativo. Que una persona migrando /migrante tiene acceso a “educational support” antes, durante y después del proceso de migración.

En otra mitad de la ponencia . . . .

Filosofía detrás del esquema . . . ¿Es necesario que el gobierno peruano apoya el proyecto? ¿Que campos o colecciones que tiene que dado prioridad? ¿Que cursos se espera que los mentores/tutores establezan? ¿Hay posibilidad de “calificación autorizada”? ¿Hay posibilidad de “progresión” – hasta nivel, por ejemplo, de bachiller?

Philosophies behind the project, theory and concepts

6.Remigration cultural archipelago model

Latin American remigration model – allows for possibility of retorno. With thanks to the GZ multiple migration model. Add possibility of remigration – if not of the person then of remesas and of knowledge.

7.Multiculturalism and a multiple heritage society. Multiple identities.

The emergence of multiple heritage societies (as if they were not there all the time) produces a new buzz phrase: multiple heritage education. The history of the French is no longer just the history of France, but also of the various populations which make up the French. Franco-bolivian history should now figure in French history texts!

8.Public libraries and infrastructures provided as a public good

An old chestnut from developmentalist theory. Lay down the road and development will follow. It happened with the railways and the roads (Sometimes /usually?). Will it happen with Internet. On line libraries and international learning and research groups are the infrastructures of knowledge sharing.

9.Spiritual dimension

The search for a spirtual equilibrium and that for knowledge frequently become intertwined, especially as churches take over schools and universities. In Peru previous catholic monopolies are being challenged by secular authorities and by newer protestant churches.

10.Global capital, global labour, global knowledge

Some theorists maintain that in a world system with fleet-footed capital, which is world-fluid seeking the highest rent, labour and knowledge should be similarly fluid. Any migration barriers are counter-productive. Knowledge locked-up in local or national libraries (and static labour) is simply not fit-for-purpose, not up to performance. Barriers to knowledge sharing and education attainment such as racial or gender based glass-walls should be smashed away.

11.Urbanisation and the abandonment of the countryside

The problem with the urban-rural surplus model (e.g A.Lewis) was that often the the surplus was not invested locally – the Miami drain – and, secondly, the rural loss was underestimated. An so it was with international migration which incurs a cultural loss, particularly if there is a double langage shift (Quechua to Spanish to English). See also archipiélago cultural..

12.Extra education compatible with societal model

(See second internet version)

13.Self-esteem and knowledge, pre-travel courses

14.Progression through time

Patrimonialism, Positivism, Marginality, Developmentalism (temporal), Mestizaje, Multicultural A, Multicultural B, Multiheritage. Future-isms.

The basics of the network

15. For whom?

1) The network will bring together Latin American and European entities concerned with increasing educational opportunity for Latin Americans in Europe. Representatives of these entities (institutions, associations, individuals, etc.) would form the consultative council of the network.

2) Would also have beneficial feedback for Latin American education systems.

3) Europeans in Latin America and others interested in Latin America (see 4), would also benefit.

16. Collections.

The network, which is the subject of this proposal, would archive and make accessible - in cooperation with authors, producers, national libraries, universities, radio, TV, film and others – “collections of media” which will be of use to the further, mainly extra-curricular education of Latin Americans in Europe and others (see 1).

17. Connections to collections

The network´s main job is to connect students to the collections and provide good “educational communication” between the learner and the collections.

18. Interest to others.

The documents / media / materials will be of further use to others who are interested, or have interests, in Latin America: voluntary organisations, Latin Americanists, diplomats, business people, tourists, students and so on. Education materials would be ‘repurposed’ for education systems in Latin America.

19. Bolivian and Peruvian Networks.

The network (RELA-Europe) is being developed in parallel with Bolivian and Peruvian Education Networks (Europe). RELA will help to link together the individual country networks as well as handling materials at the Latin American level. It is hoped that a network of bi-lingual volunteers in Latin America and Europe will enable the network to prepare materials for most of the various language areas / countries of Europe. Why just Europe? Other regions would be welcome to make use of the networks.

20. What would be developed?

The initial developments, as proposed, are in the areas of: authors’ recordings (sound files (mp3)) with associated text (htm) accessible through webpages; an introduction to Latin America and / through its cinema (using mp4 film clips / DVD movies); mp4 slide shows; downloadable music, radio and TV programmes; links to education material on other sites, and so on. The collections of materials will be open. They can be added to by anyone with access to internet. The donation of text, film and audio-files will be gratefully acknowledged and the materials (usually in digitised form) will be protected by – it is proposed – deposit in a back-up library, such as the National Libraries of relevant countries.

21. Where the learning materials should be useable?

The materials are to be prepared in Latin America, Europe and/or by Latin Americanists in other areas, and should be so developed and distributed that they are useable in for example:

(1) The home

(2) Cultural associations

(3) Community centres

(4) School and college (extra-curriculum)

(5) Embassies and consulates

(6) University (in cases where currently there are no Latin American studies)

(7) Workplace

(8) Other groups or environments and by individuals in otherwise “blank” time: e.g. on public transport, in the car.

22. Study Groups and Circles.

The network, which is the subject of this proposal, would encourage the formation of study groups guided by paid tutors or volunteer mentors. The study groups would be set up, in the first instance, by Latin Americans and their families, consulates, and Latin American cultural association in Europe and could be extended to include relatives and friends in both rural (where ever there is email) and urban Latin America. Networks of tutors, mentors, librarians, rapporteurs would be developed to service the study groups or circles.

23. Getting started

Whilst the network – on a voluntary free-labour basis – is getting the webpages up and running it would be feasible to start up, in parallel, some trial study groups.

(1) Make up a small group

(2) Choose a mentor if a paid tutor is not available. The mentor leads the academic discussion / or just chivvies it along. There could be one mentor for each topic (or group of topics) or one for the whole course. Mentors would be sent more detailed study and guidance materials than other group members.

(3) Choose the “librarian” (the only member who definitely needs good internet / broadband access to RELA). In small groups the mentor and the librarian can be the same person, though it is envisaged that the best person to act as mentor does not necessarily have good or convenient access to internet.

(4) Send email addresses of group members to RELA. Where a group member does not have an email address – or does not / cannot use it regularly – materials will be sent to the librarian.

(5) The group agrees a learning schedule with RELA and effectively becomes part of RELA.

(6) RELA will send each member the study materials for the next week - or the period between topics agreed in (5). Extra support material will be sent to the librarian and mentor. The librarian will be archiving this and materials generated by the group; helping to sort out glitches in the distribution of materials to members; helping to expand the collections of study materials for RELA.

(7) Queries and responses to interactive material can generally / may be answered by additional material supplied to mentors or may have to be forwarded to a more specialized advisor. Where these queries are of general interest they will be circulated to other groups for their discussion or will be sent to a topic-specialist for consideration.

(8) Mentors and librarians share materials generated by groups with others over the RELA website. This will be more difficult to implement but is of the essence for knowledge sharing.

(9) New, specialist and extra contributions can be recorded in multimedia format (mp3 or mp4 files, for example). Rapporteurs for each group can help the mentor and the librarian to get these important materials onto the RELA database.

24.Family Groups or study groups with members in different countries

Although it is envisaged that most study groups will form around a theme or topic based on the use of particular collections, there is scope for the formation of “extended family” study groups. [See the concept of the “remigration cultural archipelago” in the theoretical annexe. See also topics international ayllu and clan]. Depending on the availability of internet in rural locations (and only the mentor or “librarian” of the group needs access), it should shortly be possible to establish tutor groups with members in different countries, e.g. grandparents in a rural village, parents in La Paz / Santa Cruz, children in Spain. Another potential use for the mentor/ tutor system is in the creation of Bolivia-Peru study circles, i.e between Latin American countries. See also Peruvian Education network.

25.Basis for cost effective “open university”

The tutorial and mentor group system would be incorporated into the proposals for a Latin American Open University, based on the revised plans for the Universidad Andina Internacional submitted to CONAFU-Peru (initially) in 1996 and revised in 2000. The infrastructure of RELA and other collaborating Latin American education networks would be used to support the dissemination of courses from Latin American universities.

26.Summary so far

The scheme is not distance education but distance access to learning materials in various media with local mentoring (tutoring), plus a dynamic system for feeding back into the network quality materials developed by study groups. The learning scheme is designed for: (1) Latin Americans and Latin Americanists in Europe; (2) Others in Europe interested (or with interests) in Latin America; (3) May also be of interest to many in Latin America and particularly to the extended families in Latin America of Euro-Latin Americans. In general The Latin American(ist) Education Network (RELA), the subject of this proposal, seeks to facilitate (1) access to (and the production and distribution of) learning materials for different learning environments (situations) and provide (2) a system for organising tutoring or mentoring (extra-curricular education)

Developing the network

27.Consultative council of the network

It is proposed that the consultative council of the network include representatives from the users and providers – universities*, libraries, community associations, consular services and other groups / institutions concerned with the education / well-being of Latin Americans and Latin Americanists in Europe. (*teachers of Latin American and Latin American studies and teachers of European studies in Latin America). The Council would initially meet “virtually” but provision would be made for meeting in a place, using a system of delegates. Each language area would probably need a sub-council.

The council can be called on to advise the executive of the network which at present consists of a programmer, a producer, a coordinator and (provision for) the chair of the network council

28.Role of embassies, consulates and cultural centres

Under discussion.

29.Role of European schools in relation to this network

Under discussion.

30.Language Circles. Languages of Latin America and Europe

The objective of the network would be to develop European learning groups in all European languages (where the availability of voluntary translators permits) and in Latin American languages including Aymara, Quechua and the languages of Eastern Latin America. This document (English) focuses on the needs of Latin Americans in English-speaking areas of Europe: Ireland, Malta, UK and other areas where documents may not be available in the national or regional language or in Spanish.

31.Infrastructure

The network focuses on providing infrastructure (mainly software and databases) for members (Latin American(ist)s, students and others . . ) in order that they may

(1) contribute to “collections” of documents, sound & film archives and other learning materials for study groups throughout Europe.

(2) draw up “a la carte” study schemes in particular fields of Latin American and Euro-Latin American studies. Note 1. (mainly for tutors and mentors).

(3) join lists of qualified and experienced tutors.

(4) join lists of voluntary mentors or group-leaders.

(5) manage and administer their courses and groups

Note 1. Latin American history, literature, cultural studies, European-Latin American heritage studies, Latin American development, Latin American languages, European-Latin American technological studies

32.Online access to study materials

As users of Internet and Google are aware online access in many areas has improved in recent years. At the same time access to many learned journals is barred to those without JStor and Athens passwords. These are difficult to obtain if you are not in a subscribing university. Many* Latin American universities do not have subscriptions. Some/many books out-of-copyright (>75 years old) are now digitised and relevant extracts or the whole book can be downloaded. Almost all* in-print and in-copyright books (in English) can now be bought online (at a price). Out-of-print and in-copyright books are still a problem but there is a project for their monetisation (down-loadable at a price).

* Check the facts – let the network know your experience.

Catalogues of relevant websites are available. Of particular note is the Latin American section of Latin American Network Information Centre (LANIC): http://www1.lanic.utexas.edu/la/sa/bolivia/ LAOAP: Providing Access to Latin American Grey Literature - will prove an increasingly important resource: http://lanic.utexas.edu/project/laoap/ Catalogues of links: LANIC, the Latin American Network Information Centre *general page| REDIAL (Latin American documents) | LAB (European gateway/search) | Copac (research libraries catalogue) | other libraries | Telnet | IHEAL | list of useful sites re Latin America (French) | ILAS (note: not all links take you to real content. Try open access journals if the sources you require are locked up in a library you do not have access to or is the other side of Europe.)

33.Open collections

RELA is the first attempt – it is believed – to provide collections, not selected anthologies for each topic. As the collections are open, one book may appear in many collections. Many collections will be expanding. As the network does not set out a prescribed cannon (required list) it will be up to the tutors, mentors and students to select from the collection for each topic. So for the guidance of tutors, in the collection database it will be desireable to include links to critical reviews, associated webpages, and data on whether the document is peer reviewed, its status (draft, published, etc), its academic level, etc. The network cannot do this itself for all entries but will set up a webpage for users to contribute the knowledge they have. Authors are encouraged to contribute documents to collections. Documents will remain on the network server and (once drafts have been corrected) will also be deposited in the National Library and/or backup library for safe keeping.

34.Courses

RELA does not do courses. RELA is there to help you (as mentors and students) design and set-up your own course. RELA would supply a “reading list” topic by topic and indicate whether a document is available online. Once you or your tutor / mentor have indicated to RELA which topics and documents / sound files you would like to study, the centre will send you the materials according to a schedule which, again, you dictate. If you prefer to study as an individual student that is also fine.

See Annexe D - Peruvian Education Network (PEN): Peru to the 1960´s: Selection of writers and brief historical background.

Software infrastructure

35.For consultation

This document includes proposals for the development for an education network, directed, in the first instance, towards the children of Latin Americans in Europe. The network also may be of interest to many other groups, for example those visiting Latin America for the first time. The proposals are divided into two parts. The first deals with “infrastructure of the network” and the second part deals with “use of the infrastructure”. For those not used to networks an analogy for infrastructure might be a public highway, which then might be used for delivery services, tourist trips, private motoring and so on.

Other examples of the use to which the infrastructure of an education network might be put – developed further in the second part - is an interuniversity programme for staff and student exchanges and a tutoring – mentoring system for Latin Americans / Latin Americanists in Europe making use of a multimedia “public library” of education materials.

36.Wider context

The “Latin Americanist” network is seen as part of a wider context: a Latin American network and as facilitating regional, decentralised networks e.g. a RELA education network or a Pando education network. It is hoped that experience in developing the Latin American network will be useful to those developing the wider and also the more focused networks.

LATIN AMERICAN EDUCATION NETWORK (EUROPE)

Peruvian Education Network

Bolivian Education Network

RELA Education Network

Pando Education Network . . . . . .

37.Not a distance education network

The Latin Americanist Education Network (RELA), the subject of this proposal, seeks to provide (1) access to learning materials for different learning environments (situations) and (2) a system for organising tutoring or mentoring. For example in See section “Where the learning materials should be useable” The evidence is that – except for some individuals – “distance education” is a poor alternative to that of having a knowledgeable tutor relating well to a reasonably small group of students. So an education scheme worth its salt must include a system for “mentoring” or providing tutors. The broad infrastructure for the network is considered first, followed by a sample “module”.

38.Infrastructure

(notes to guide the construction of the RELA website)

Consultation list and forum webpage.

[Webpages for the management of various lists: the consultation list (this list); plenary membership; membership and distribution lists for mentors and tutors; threaded discussion sites and/or forum webpages; segments within the overall European site with respect to each of the operating languages]

The infrastructure we have at the moment is an Emailed consultation list. The list is presently on a yahoo server. The development of this (English language) document uses Ireland, UK and Malta categories. At the same time it is hoped to provide French and Italian documents, with translations, where necessary, into Spanish / English (the European common languages for the purpose of the net). If you would like your institution to be added to the list please do so via the consultation – forum webpage / pending implementation write to the coordinator.

All Latin American associations in “English language countries” of Europe are/ should be included in this subnet (again please write in with details of “missing” associations).

39.Linking with Departmental and Provincial associations.

[Interactive webpages to link diaspora groups, the “root” districts and relevant provincial associations. The concept views the migration from a particular zone of root culture - towards a capital city and then internationally - as a process of formation of “archipiélagos culturales” ]

Subnet to link local university courses in the provinces of Latin America to students in Europe using the existing network of departmental, provincial and (even) district. New legislation might be needed to upgrade the role of these associations in the development of their root territories. RELA could collaborate in this process. Technically webpages would facilitate direct links between diaspora groups, the “root” districts and relevant provincial associations.

40.Trans-university network and exchange scheme.

[Webpages to facilitate exchanges and visits by students and academic staff; joint research projects; consultation on curriculum development].

A trans- or inter- university network is seen as the “academic backbone” of RELA. On the “exchange webpages” universities in Latin America and Europe would list details of courses open to overseas students together with costs, entrance and visa requirements. The software would attempt to “mate” courses with student demand. Faculty staff exchanges would be facilitated by virtual faculties covering academic subject areas (fields) of mutual interest. The project would develop faculty and then student cooperation Latin America-Europe, particularly in the elaboration of anthologies for the purposes of RELA.

41.Proposed Inter-Library Project.

The operation of RELA would encourage the development of technical and academic cooperation between the national libraries of Latin America and those of European countries. An initial project is proposed to extend (1) mutual backup in relevant areas, starting with those most directly relevant. For example in the areas of Euro-Latin American / Latin America-European studies, relations and development and studies of the diaspora. (2) secure inter-generational archiving of digital materials, again in relevant areas. For example for the collections which are essential to the RELA. (3) the concept of deposit libraries for diasporic groups (what is the national deposit library for Latin Americans in London?). The future concept of a national library with a ‘back server’ holding digitized and archived copies of collections and a ‘front server’ providing rapid internet access to the collections would restore one of the principles of the public library movement. The scheme could be linked to a ‘public lending rights account’ which would reward authors whose works are accessed and used.

42.Administration of Mentor Groups

If you have experience of education software for the administration of courses and tutorial groups which might be applicable to our types of courses and materials (for example, the problem of disemination over a wide geographical area, in this case Europe) please let the network know.

43.Ownership.

RELA currently is a network not a legal association (persona juridica). It has no property other than a domain name and website held effectively in trust for the network. Academic materials generated, once published, are in the public domain and deposited in an online public library (see #2 in proposed inter-library project above). Most members of the consultative network of RELA are “persona juridical”.

Other points

44.Formation of group in Latin America / La Paz

A group with Euro/Latin American representatives from each of the language areas in Europe is being formed in La Paz, with the objective of advising on the construction of the network and collaborating in the development of study materials of use to Latin Americans and Euro/Latin Americans in each of the countries of the European Union and Switzerland.

45.Same language networks.

The design of the website and constituent pages should be such as to encourage the use, where feasible, of the “lesser used” languages of Latin America and Europe. RELA offers the real possibility of linking, for example, Aymara and Quechua,. . . . speakers throughout Europe.

46.Databases of Latin Americanist output.

It should be feasible now to build a joint database of the academic output of European Latin Americanists, but on a country by country basis. For this and other purposes we need an online database facility (input and output) fit for the purpose.

47.Other key webpages.

Other important web pages that we should be designing shortly would include those for: membership access including all categories of “Latin Americanists”; mentor administration for the organization of mentor/tutor groups; mobilizing volunteer interpreters and visiting-specialists hosting; iterative knowledge-relay administration to encourage cultural associations to contribute to the provision of learning materials; a basic-knowledge base / reference grid; a public “grid” for advanced knowledge materials and courses; a page for access to language glossaries and other learning tools.

48.Note: the infrastructure is for all to use

The infrastructure is for any individual or organization – for example, authors, universities or cultural associations - to use as a platform for disseminating their work or as a means for organising tutorial and/or mentor groups. Sample module: See Annexe.

Although RELA is a platform, archiving and mentoring organisation for others to use (in order, for example, to develop content), it is envisaged that it could itself elaborate certain foundation or “pre-requisite” courses (necessary to understand the “more advanced” courses). The following is included so that we have some course material to trial the “voluntary” mentoring system.

49.Long-term ideal: Model 1

The long-term objective of the network is to provide extensive collections, accessible by topic / subject / author etc. and available on line from secure servers. There should also be some guidance as to the level of difficulty of the contents and the degree of peer-reviewing, etc. Mentors and group members could then decide their own syllabuses, reading, viewing and schedules.

Alternatively perhaps there is some advantage in having a core number of topics (as in the schedule below) which can be followed and discussed by mentor groups, wherever – and effectively whenever – they are participating. Or the two methods or models can be mixed.

50.Current practicalities: Model 2

Where possible and after obtaining copyright permission, educational materials will be distributed via internet.

Where printed anthologies / collections are available most students prefer reading from the printed page than from the screen, so we recommend that mentor groups purchase the published book, even if online sources are available.

51.Proposed schedule

Proposed schedule - for joint study across Europe (materials in Spanish and English + national or regional language when available) - of a selection of Latin American writers and a “sampling” of Latin American history from the first urban civilisations.

The Latin American Education Network (RELA) proposes to disseminate:

a) Narrative - recordings of Latin American authors reaading from their works; dissemination via mp3 audio files; archiving of associated text.

b) Film – introduction to the most acclaimed Latin American cinema; dissemination of clips via mp4 video and *.avi files and feature films via local lending of DVDs.

c) Music – distribution of annotated music files from Latin American composers and performers via mp3 audio files.

52.International infrastructure open to all

The Latin American Education Network is not designed as a new or separate association but as “international infrastructure” (a public highway) open to all. The network welcomes the closest possible cooperation and collaboration with other Latin Americanist and Latin Americanist organisations (see, for example, proposals for a Peruvian Education Network). Although prepared for Latin America/Europe, it is thought that the infrastructure (the internet webpages) and the content (the archives) will be of interest to many worldwide.

ANNEXES

53.Annexe A. Ciberayni: joint production of materials

Users of the network (readers / viewers) are invited to contribute any of their works to the network, to write new materials or help edit or upgrade existing pages. Text and multimedia input on the following topics are particularly welcome at this stage of the infrastructure’s development.

(1) Introductory topics

(2) Tailored introduction for different profiles

a) Latin American students/ participants in Europe, the introduction would vary dependent on the learning environment: the home, cultural associations, community centres, school and college, university, workplace or other groups or environments.

b) Members of Latin America support organisations in Europe (not necessarily Latin American).

c) Other groups on demand.

The network also invites contributions on the following themes or topics (Please add any you feel should be included in the Introduction):

(1) Who and/or what are Latin Americanists?

(2) Language, writing and communications prior to 1532.

(3) Why the network favours original works.

(4) Caveat Lector - evaluating online materials.

(5) The beginnings of urban civilisation?

(6) The first regional expansion?

(7) European-Latin American Heritage as education for a multi-heritage society.

(8) The Languages of Latin America

(9) Micro-regional history and development, linked to the Departmental and Provincial “virtual associations”.

54. Annexe B. Bolivian Aymaran studies, Quechua studies . . . .

as a school of a proposed European (multi-language) university – see “separata”. See also joint programmes with regional universities in Bolivia. See also Wimbledon – Roland Garros multi-heritage university.

55.Annexe C. Peruvian comment on the exodus

“How can they say that our main exports are raw materials (minerals etc)? (More than 300 thousand Peruvians emigrate each year)”. By the Peruvian cartoonist Carlin in La Republica newspaper. Lima. Saturday 13 January 2007. More valuable than the “materias primas” are our “primas” and “primos” (cousins) who live outside Peru. Opening up education opportunity in Europe for “our cousins” is one of the main objectives of RELA (the Latin Americanist Education Network). If no image presented, click on

http://www.geocities.com/rededucativa/pen_archivos/image002.jpg

56.Annexe D. Collections – Links to websites

· Asociación de Estudios Latin Americanos

· About Latin America

· Centro Latin Americano de Estudios Multidisciplinarios

· La Coca en la Historia de Latin America By Magdalena Cajias de la Vega, Revista Latin Americana de Cultura

· Historia de Latin America

· Historia de Latin America Solo Latin America

· Lista de Institutos y Centros de Investigación por Sistema Universitario Latin Americano Universidad Católica Latin Americana San Pablo Carrera de Filosofía y Letras

57.Annexe E. Study scheme - Peru to the 1960´s

See table below.

Peruvian Education Network (PEN) Europe Peru to the 1960´s: Selection of writers and brief historical background.
Title / Topic	Author	Reference
PERU Introduction to PEN and this schedule.	Introductory team.	Emailed (Tailored to student profile – see below)
The Huarochirí Manuscript	Anonymous	PR 29 + Email
Officials and Messengers	Guamán Poma de Ayala	PR 75+ Email
The origins of the Incas	Garcilaso de la Vega	PR 49+ Email
In defense of the Indians	Bartolomé de las Casas	PR 107+ Email
Friar Martin´s Mice	Ricardo Palma	PR 142+ Email
The rebellion of Tupac Amaru	Alberto Flores Galindo	PR 147+ Email
Priests, Indians, Soldiers and Heroes	Manuel González Prada	PR 187+ Email
Women of Lima	Flora Tristán	PR 195+ Email
Tempest in the Andes	Luis Valcárcel	PR 219+ Email
Reflections	José Carlos Mariátegui	PR 228+ Email
Human Poems	César Vallejo	PR 234+ Email
The Pongo´s Dream	José María Arguedas	PR 258+ Email
Liberation Theology	Gustavo Gutiérrez	PR 293+ Email
Featherless Vultures	Julio Ramón Ribeyro	PR 281+ Email
A World for Julius	Alfredo Bryce Echenique	PR 297+ Email
Conversation in the Cathedral	Mario Vargas Llosa	PR 487+ Email
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
To be inserted by mentor / group	Additional reference
PR: The Peru Reader. See Peru Education Network for details of this scheme

58.Annexe F. Historical origins of the project

Not included in this document but available during the April 2007 Santiago Conference of Peruvianists

59.Annexe G. Funding proposal

Short term: No external funding. Preparation using volunteer specialists.

Long term: Under discussion with potential funding agencies.

60.Annexe H. Pilot Programme – under discussion

Access to books, articles and other media via collections

Collection - Indigenous voices.

Reading Caral, Chavin and early urban civilization c. 5000 years ago. The earliest Quipu. South America´s Urstadt.

Recording, messaging, prehispanic accounting, memory and imperial administration systems

Quechua, Aymara and other languages before and after the Spanish

Guaman Poma (Royal Danish Library) http://www.kb.dk/permalink/2006/poma/info/en/docs/index.htm

(El Dorado virtual library) http://200.87.17.235/bvic/index.html http://200.87.17.235/bvic/menudecontenidos.php?clave=3&pagina=noticias.htm

Pazos Kanki ..\Short stories\MacGregor.doc

Quechua Theatre in Cuzco and Alto Peru

Andean textiles and the Bauhaus movement (modernism, international architecture)

Rasu Ñiti, Arguedas and Tijeras

Gregorio y Asunta Mamani: Introduction by Paul Gelles

Hermenegildo Quispe

Yuyuchkani (TV podcasts and avi / quicktime downloads)

Policarpio Azata extracts read – in mp3 format

Collection - Early Peruvian and Bolivian travellers to Europe

The memorias of Pazos Kanki

This file contains the title page and the first three pages only. This is a copy of the

facsimile of the 1939 (100 years anniversary of the original London printing) edition.

A complete copy is available for downloading from

the El Dorado virtual library: Bolivia.

http://200.87.17.235/bvic/menudecontenidos.php?clave=3&pagina=noticias.htm

http://200.87.17.235/bvic/index.html

Título	Memorias histórico políticas
Autor	Pazos Kanki, Vicente
Tipo de recurso	Monografía
Fecha de publicación
Notas o información complementaria	Selección del tomo I de la obra original publicada en Londres en 1839
Enlaces	http://200.87.17.235/bvic/Captura/upload/Mem1.pdf http://200.87.17.235/bvic/Captura/upload/Mem2.pdf

http://200.87.17.235/bvic/Captura/upload/Mem1.pdf

http://200.87.17.235/bvic/Captura/upload/Mem2.pdf

Access to tutors and subject specialists

Software to assist in the registration of mentors (voluntary) and tutors (paid)

Bolivian and Peruvian heritage in Europe

A rolling archive of the physical and human heritage created by the Bolivian and Peruvian ‘contact’ with Europe. (and vice versa?)

Authors read their stories / extracts from their work

Compare the most recommended films from Bolivian and Peruvian cinema in the last . . . . years and see what they say about these two countries and their artistic output. Critical clips would be downloadable – subject to usual rights. Complete films would be borrowed from libraries in London and Paris.

Radio and TV programmes podcasted from Peru and Bolivia – under discussion

Further information and contact

See www.geocities.com/rededucativa

http://www.geocities.com/rededucativa/coordinator.htm

__________________________________________________________________________

(last modified April 21, 2007)

RED EDUCATIVA LATINOAMERICANA (EUROPA)
LATIN AMERICAN EDUCATION NETWORK (EUROPE)

BOLIVIA/ PERU

See also Bolivian Education Network (Europe) www.geocities.com/rededucativa