Introduction articles

• Alan García Ortega – 163787 (Literature)
• Lynda Camargo Vargas – 162728 (Digital Animation)
• Rodrigo Ismael López Espino – 162939 (Nano-Technology)
• Claudia Pérez Trejo – 163723 (Dance)
• Michelle Stephanie Quinde Torres – 163570 (Dancing)

Loss of national identity and the oblivion of history as a consequence of a lack of cultural diffusion

The north American free trade agreement has affected directly to Mexican culture and economy for many years since the begging of it and we could say there are positive and negative aspects of it. The way economy influences culture radicate on the fact that wen you have a stable economy and some what a tranquil life you can enfócate more time on learning your culture but when you are struggling with the idea that you may not eat today the learning of culture doesn’t have a meaningful impact on your life.

This agreement lead Mexico to be participant on foreign ditrect investments taht introduced too many enterprises from different countries but mainly United States of America and some other Latin American countries. Some of the side effects of this actions can be the so called cultural diversity.

So why does this affect the identity of a country? Well it can be resumed on the incredible perception of the identity your country gives you because if you think about it you can reach the conclusion that your culture is not really yours, almost every aspect of the current Mexican culture is not pure, everything is mixed with the culture of other countries and if you add that most Mexicans adore foreign cultures you can see how we start forgetting our roots.

University of montana, scholar works at University of montana. 2001.cultural impact of NAFTA on Mexico. By Zuloaga Maitane. 66 pages. Consulted August 29, 2018

The article talks about the development of the Maya culture as a touristic attraction, with the authors trying to point out the causes, advantages and disadvantages of this ongoing trend. Obviously, the government play a huge role on this situation, fomenting the what is called “ethnic tourism” in Mexico, focusing particularly on the famous city of San Cristóbal de las Casas in Chiapas. These traditions, the authors argue, are slowly modernizing to keep people’s interest in it, which may be a response to a hole in Mexico’s economical state that has been growing over time.

Because the focus of our topic is the loss of cultural diffusion in Mexico, which may cause a loss of national identity, I think the topic of this article is almost a glimpse of light in the very dark cave of not knowing what Mexico is all about culturally speaking, as it shows that, despite having almost no knowledge of our ethnical past (which is obviously a big part of what makes a country’s culture), the government and other people outside this field are actively trying to bring these traditions back to life for future generations’ interest.

Van den Berghe, P.. (1995). Marketing mayas: Ethnic tourism promotion in Mexico. Annals of Tourism Research, 22, 568-588

The reflections that I present in this article start from the experience lived during thirteen years of work academic, developed in the Direction of Cultural Diffusion of the National Pedagogical University (UPN). This was a task that brought me closer to the paradoxes and challenges inherent in diffusion.

This paper begins with a brief study of the vital signs of dissemination. It is increasingly common to find universities’ efforts at cultural dissemination blocked bthe divergence between debility and the future; between fading and reactivation. Anyone who might want to take steps to improve this dilemma will find some guidelines for reflection in this article, aimed at implementing actions to strengthen and reinforce cultural dissemination, which, it is usually claimed, is fundamental although in practice it is ranked below research and teaching. In summary, the proposal given here can build future for dissemination based on analysis, continual assessment and evaluation.

Regil Vargas, L. (2009). Difusión cultural universitaria: entre el ocaso y el porvenir. REencuentro. Análisis de Problemas Universitarios, (56), 60-65.

The four themes that emerged from the review of this literature are:

dominant pedagogy, educational skills, deficit model, and student identities. Within these themes are many additional challenges faced by students, each described within the theme section in the MULTICULTURAL CHALLENGES “findings” section of the paper. The “conclusion/recommendations” section of the paper includes

suggestions for classroom teachers in order to address the challenges faced by Mexican

immigrant students with the goal of improving the educational experience of the students coupled with improved academic achievement and success. It is in this section that I also include my own ideas as developed in combination with my teaching experience and knowledge gained through this project.

Many of the Mexican immigrant students come from what is considered third world environments (Bruna & Chamberlin, 2008), with this move even being described as “trauma” (p.131). These students may lack the educational background often present in American students. Because of this, Hispanic students may enter Kindergarten with much lower skills in math, as described by Reardon & Galindo (2007) as well as the obvious language skills. Mexican immigrant students entering school in higher grades experience even a greater gap in these skills. This lack of skills greatly adds to the challenge for both the students and the teachers for these students to catch up to grade level proficiency. This gap between native born non-Hispanic and White students does not go away even by the fifth grade. Adding to the skills deficit is the issue of socioeconomic status which accounts in the fifth grade for most of the gap.

Garza, R. E., & Garza, J. (2010). Successful White Female Teachers of Mexican American Students of Low Socioeconomic Status. Journal Of Latinos & Education, 9(3), 189-206.

The relations that this journal article have with our principal article, is very expensive.

Day by day the cultural knowledge are changing because the world is changing every day for the technology, information, the information that we had in house or in school, etc. All of this change the knowledge and this is bad because we have a loss of traditional knowledge in general.

Evol Hum Behav, 2013 Jul 1:34(4): 240-257