Internacional de Intercambio en
Exchange Program on
(5th. v. updated in Nov. 2007)
Note: Next meeting in Chile, during the Course of Legal Antrhopology (Nov. 2007 -PRANJU) we will see possible common programmes among the universities present there.
/ IMPLEMENTATION TEAM
International Exchange Program in Multiculturalism, Indigenous Rights
and Legal Pluralism (the “Program” or “IEP”) consists in a
network of diverse universities and institutions that have programs or
courses in these subject areas, and which share among themselves
information, experiences and activities related to multiculturalism,
Indigenous rights and legal pluralism.
participating institutions in the IEP optimize their own programs and
participate in a network that promotes several activities, including: (i)
the exchange of information and experiences; (ii) the coordination and
development of joint academic activities; (iii) the development of
information and educational technologies; (iv) the exchange of
professors and students; (v) the development of inter-university common
programs; and, to the extent feasible, (vi) the standardization of
credits, courses and degrees, respecting each institution’s own norms
The Program operates from the perspective of pluralism, one that encourages the construction of a pluricultural state by overcoming assimilationist and integrationist Indigenous policies. To this end, the IEP promotes multiculturalism, Indigenous rights, the recognition of Indigenous authorities and customary law, the rights of other minorities, and intercultural dialogue concerning the definition of human rights, legal reform and the articulation of public policy.
The IEP includes an academic exchange component, four substantive outreach or impact areas, and a component dedicated to providing technical assistance to the UN Special Rapporteur on Indigenous Peoples. Its academic exchange aspect focuses on the education and exchange of scholars, the ongoing development of critical and pluralist theories, and research.
four areas in which the Program hopes to have an impact are: (i)
capacity-building of indigenous peoples and other groups, as well as the
strengthening of Indigenous authorities and customary law; (ii) legal
reform, including the development of pluralist legislative proposals;
(iii) the development of jurisprudence favorable to pluralism via test
cases and legal defense of collective rights; and (iv) the development
of pluralist public policies.
TO THE UN SPECIAL RAPPORTEUR ON INDIGENOUS PEOPLES
Promotion of an academic exchange network (immediate objective)
The primary objective
of the IEP is to draw together distinct academic programs that operate
in the areas of multiculturalism, Indigenous rights and legal pluralism
(or in related fields such as intercultural studies, collective rights,
legal anthropology, legal sociology, critical theories of the state, law
and democratic theory, etc.) for the purpose of building an
institutionalized exchange program that permits the sharing of
information and experiences, and that supplies a point of coordination
for academic cooperation in the relevant fields of study.
The envisioned exchange program will permit the following:
Development of a pluralist approach to law and politics (macro,
The strategic idea
underlying the IEP is the development of a pluricultural model of the
state based on the effective recognition of the equal dignity possessed
by all cultures and peoples. The
Program aims to promote in practice movement toward pluricultural states
through a variety means, including:
Influence of public policies (medium term objective)
The medium term
objective of the IEP is to strengthen mechanisms for reform of legal
institutions through investigation-action research, reform-oriented
studies conducted by their intended beneficiaries (Indigenous peoples,
minorities), university outreach programs and nonformal education aimed
at specific target audiences (Indigenous leaders, Indigenous political
representatives, judges and justice officials, functionaries and
policymakers). In this
sense, educational and other academic efforts will be geared toward the
of Indigenous, campesina and other organizations;
pluralist legislative proposals;
pluralist public policies;
pluralist-sensitive jurisprudence via test cases and legal defense of
Provision of technical assistance to the UN Special Rapporteur on
This is a permanent
objective, and seeks to support the Rapporteur’s international
leadership on Indigenous issues in order to promote Indigenous rights,
as well as the pluralist and dialogue-oriented conception of the state.
One aspect of the contemplated technical assistance will be
provided in the form of periodic and systematic reports on the state of
multiculturalism, legal pluralism and Indigenous rights.
Another aspect will take the form of Research Assistants and
Interns who will work with the Rapporteur, and other mechanisms
established in consultation with the Rapporteur.
IEP offers an institutionalized but open and diverse program of exchange
and cooperation between its members.
These include (but do not necessarily exhaust):
Exchange of information and experiences
is a permanent activity that contemplates the exchange of information
and experiences in order to facilitate the optimization of member
programs and future joint and cooperative activities assumed by IEP
members. This activity
directory of current members’ programs and electronic distribution of
information regarding them, as well as electronically accessible data
bases related to the IEP (academic as well as outreach information);
of mechanisms to facilitate exchanges of experiences regarding current
members’ programs, curricula, methodologies, students, human and
material resources, educational and outreach strategies (in the four
principal areas indicated above under “Objectives”);
of programs, taking advantage of accumulated and shared experiences;
of mechanisms to permit exchanges of professors and students, joint
activities, and other forms of cooperation.
Academic Coordination and Cooperation
is another permanent activity, one concerned with standardization across
and coordination between members’ programs, bearing in mind the
relevant norms and practices of member institutions.
This activity includes, progressively:
A system of
exchanges, visits, and internships
members develop simplified mechanisms to permit student exchanges, be
they for short of longer terms of regular course study (e.g., semester
exchanges or exchanges to permit students to take a specialized or
intensive course), or for graduate research.
of credits, courses, and degrees
a preliminary study conducted by Program members aimed at defining
common criteria and an external evaluation method, there is a consensus
that many members will be able to standardize some credits, courses and
programs so that they are recognized by other members.
common programs offered by various institutions
IEP envisions student participation in common programs offered by
various members, with the possibility of students doing different parts
of these common programs at different universities.
Similarly, it is hoped that common programs will engage
non-university institutions (e.g., ALFA-supported institutions, UN
bodies, the OAS, Indigenous organizations) so that students will be able
to gain credits and do research through internships or research visits
conducted at those institutions.
exchange and excellence
IEP contemplates an interdisciplinary exchange of academics between
Program members, and the development of a special program to permit
academics to achieve advanced degrees or titles in related fields.
This is especially valuable for many Latin American scholars who
have not had the opportunity to advance past the Masters level due to
limited curricula offerings in their home countries.
and financial support
Program seeks the approval and recognition of foreign aid bodies that
fund scholarships so that its members’ programs are included among
those eligible to receive financial assistance for scholarships (e.g.
AECI, the UN Indigenous Peoples program).
One of the objectives of the scholarships is to promote the
participation in academic institutions of Indigenous and grassroots
community leaders who have no other means of financing themselves.
Similarly, the IEP will promote agreements with public and legal
institutions so that those institutions will permit their staff to take
part in member programs (e.g., judges, public prosecutors and defenders,
IEP is especially interested in promoting research that will permit both
the optimization of educational activities and a deepening of our
understanding of the Program’s core substantive areas of academic
interest (multiculturalism, legal pluralism and Indigenous rights).
To this end, the Program will promote transversal and comparative
approaches to research in which both students and professors may
Program will also seek to establish research-oriented relationships with
civil society organizations, and will provide them with technical and
educational assistance to encourage their participation.
of technical and educational resources
Program seeks the continual improvement of bibliographical and
educational resources in general, and promotes the use of the most
advanced information and communication technologies, suitably adapted to
suit local conditions, necessities and cultures.
IEP utilizes and makes available data bases provided by the professors,
programs, projects and centers of member institutions.
IEP collaborates and implements nonformal educational activities aimed
at Indigenous leaders and others who do not have sufficient formal
education to undertake university study, but who possess valuable
experience based on their political and community activity.
The Program also develops special programs for policymakers and
public decision-makers which are not necessarily part of standard
university curricula. In
addition the IEP seeks to support traditional systems of learning and
knowing practiced by Indigenous peoples and local communities.
Social/political/legal outreach and impact
IEP’s principal outreach and impact areas have a research and analysis
component (the Observatories) and other components that contemplate
direct action aimed at influencing legislative reform, public policy and
jurisprudence along pluralist lines.
See the means enumerated under “Objectives” above.
Exchange of information (mandatory)
interested in joining the Program must be prepared to send certain
publicly accessible institutional information via email, within the
indicted time frames. This
includes a completed version of Questionnaire 1 (see below, Additional
Documents), and possibly other information of a nonconfidential nature
that may be solicited.
Active participation in specific activities (optional)
institutions have the right to participate in all of the Program’s
activities, in accordance with their interest and the guidelines
established regarding each activity.
Formalization of Agreements (mandatory)
Launching of initiative (November 2002 – April 2003)
International Institute on Law and Society (IILS) initiated the IEP with
an initial Foundational Document on
Definitive version of Foundational Document, Letter of Intention
and initial study (May – June 2003)
Implementation Team drafted a third version of the Foundation Document,
as well as a model Letter of Intention and Questionnaire, each of which
were circulated to institutions that had expressed an interest in
building and joining the IEP. The
Questionnaire seeks to collect information regarding the needs of member
institutions, their educational mandate, and proposals for the IEP’s
Constitution. By May
2003, 30 institutions has expressed an interest in participating in the
Interested institution’s expressions of interest, delivery of
the suggestions from interested institutions in hand, in July 2003 final
revisions were made to the Foundational Document.
The Implementation Team decided to leave open to new institutions
the option to join the Program, so long as those institutions remit the
Letter of Intention and complete Questionnaire 1.
The IEP will remain open to new members in this manner until such
time as the IEP has a Constitution in place that would then control
admission to the Program through a standardized Membership Agreement.
The IEP’s Constitution
The IEP’s Constitution will be drafted by the Implementation
Team and submitted to the Program’s then present members for comment
and revision. A definitive
version will then be circulated to members for approval and ratification
by way of signature. Institutions
that then wish to join the IEP may do so by signing a standardized
Application to funds
It is open the possibility to apply for funds.
6. Meeting in Chile, Nov. 2007.
Taking the advantage of the call for a Course on Legal anthropology organized byt the University of Chile (Milka Castro) we will have a meeting to evaluate possible common programs in the region. (More info of the course in Spanish: PRANJU, Nov. 2007).
II MEMBERS OF PROMOTION TEAM
Note: This page is under construction.
Note: This page is under construction.
Institutional support: International Institute on Law and society (www.derechoysociedad.org)
Rodolfo Stavenhagen (Rapporteur on Indigenous Peoples, IILS-IIDS)
Madrid (Nov. 2003): Javier Jiménez (U. Valencia), Bartolomé Clavero (U. Sevilla), Raquel Yrigoyen F. (IIDS), Fernando Flores (U. Valencia), Rodolfo Stavenhagen (Relator PI), Nieves Zúñiga (CIP), Daniel Oliva (U. Carlos III)
James Anaya (U. Arizona) y Bartolomé Clavero (U. Sevilla) Madrid (Nov. 2003)
Iñigo Arenillas (col. IIDS), Ricardo Colmenares (U. Zulia), R. Yrigoyen (IIDS), James Anaya (U. Arizona) (Madrid Nov. 2003)
Equipo de la U. Valencia dirigido por Emiliano Borja (Valencia, Nov. 2002)
Ramón Rivera (U. Chapingo), Boaventura de Sousa Santos (U. Coimbra), Rachel Sieder (U. Londres/IIDS), Fernando García (FLACSO-Ecuador)- ajabo: Soraya Yrigoyen (IIDS)
Evan Fox-Decent (IIDS), Nina Pacari, Rachel Sieder (ILAS/ IIDS), Rodrigo Lillo (U. Frontera) (Quetzaltenango, 2002)