The BICU common semester curriculum empowers Indigenous and Afro-descendant students

Abstract

This article focuses on analyzing the impact of the curricular framework of the Common Semester at Bluefields Indian & Caribbean University (BICU), a program designed to level the knowledge and skills of first-year students, particularly those from Indigenous and Afro-descendant communities. The analysis is based on the paradigm of Cultivation and Nurturing of Wisdoms and Knowledges (CCRISAC) and utilizes narrative methodology as an intercultural research tool. It reviews research on intercultural education in Latin America and the experience of indigenous students in Nicaragua, concluding that simple inclusion is not enough; a profound transformation of the educational system is needed to make it more relevant, inclusive, and equitable. BICU's Common Semester stands out for its focus on holistic formation, strengthening cultural identity and empowering students from Indigenous and Afro-descendant communities. The program's courses provide tools to overcome the barriers that these groups have historically faced. The study highlights the need for a collective commitment from universities, states, Indigenous and Afro-descendant organizations, and society at large to build an inclusive curricular framework that values cultural diversity, ensuring equity and social justice.