RCE Salisbury - 2020

Power Profile & Conflict Mapping: Ecuador’s 2010 Coup D’état and the Quechua Today
CSV
Basic Information
Title of project : 
Power Profile & Conflict Mapping: Ecuador’s 2010 Coup D’état and the Quechua Today
Submitting RCE: 
RCE Salisbury
Focal point(s) and affiliation(s)
Name: 
Brittany Foutz
Organizational Affiliation: 
RCE Salisbury, Salisbury University
E-mail: 
blfoutz@salisbury.edu
Name: 
Arnaud Guyon
Organizational Affiliation: 
RCE Salisbury, Salisbury University
E-mail: 
aguyon1@students.salisbury.edu
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Monday, February 10, 2020
Does this project link to any education and/or sustainable development policy or policies?: 
No
Geographical & Education Information
Region: 
Americas
Country: 
United States
Location(s): 
Salisbury, MD
Ecosystem(s):
Agricultural, Coastal
Target Audience:
Higher
Socioeconomic and environmental characteristics of the area : 
The Eastern Shore (i.e. the Delmarva side of the bay) is known for its accessibility to waterways, beaches, and nature, as well as its slower pace of life with less traffic and congestion. In regard to the Chesapeake Bay and its impact on the Delmarva environment and economy, an eastern section of the State of West Virginia, Central Pennsylvania and a small section of Central New York are also being taken into consideration. (See Section 4.5 on Environmental Data)
The Eastern Shore began the twenty-first century with strong growth across multiple economic indicators. The region gained jobs at double the rate of the rest of the state from 2001 to 2007 while also outpacing the state in net business creation and keeping pace in wage growth. However, there are more people experiencing poverty now than there were 30 years ago. Maryland’s poverty rate is 19 percent higher than it was in 1990 – a year that the U.S. economy entered a recession – and there are nearly 200,000 more Marylanders trying to get by on incomes below the federal poverty line. Nearly every county in the state has a higher poverty rate than it had in 1990. While unemployment rates have continued to decline since the 2008 recession, wages often are not high enough to support a family.
Description of sustainable development challenge(s) in the area the project addresses: 
What makes this region unique is also its challenge: open land for farming and chicken farms with their runoff into the Bay which threatens the watermen — and climate change, which threatens the tourist industry and population on the islands and coastal areas. Migrant workers whose children begin the school year and are often gone by Christmas; diversity and lack of education and poverty; proximity to large cities, where young people tend to flock, an aging population, and the resulting stress on local institutions all serve up many issues that we need to address.
Contents
Status: 
Ongoing
Rationale: 
There is a continuance of lack of attention from the government concerning the needs of his constituents and the indigenous community.. Civil unrest and discontent are the new norm regarding Ecuador’s controversial political environment. Today, Latin America alerts the world against the emergence of these institutional dysfunctions and corruptive styles of government that cut democratic electoral processes.
Objectives: 
The goal of this powerpoint is to bring awareness to the conflict.
Activities and/or practices employed: 
Administrators Arnaud Guyon and Brittany Foutz will be speaking at the Middle Atlantic Council of Latin American Studies Conference and spreading awareness with the RCE's large Spanish speaking population and Ecuadorian immigrants.
Size of academic audience: 
100
Results: 
This is still an ongoing project.
Lessons learned: 
This is still an ongoing project.
Key messages: 
September 30, 2010, Ecuador’s President Rafael Correa was almost overthrown in a coup d’état and Ecuador was thrown into a state of emergency. As the government is struggling to make means they became desperate and started to drill for oil in the Amazon rainforest, the home of many Quechua who claim they will die trying to protect their sacred land (Watts, 2013); thus, we will see more of the irruption of indigenous people into public life. As time is passing, there are more protests and greater attention towards such, thus causing even larger protests
Relationship to other RCE activities: 
None
Funding: 
None
References and reference materials: 
PDF icon Power Profile & Conflict Mapping_ Ecuador’s 2010 Coup D’état and the Quechua Today.pdf
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 10 - Reduce inequality within and among countries 
Direct
SDG 11 - Make cities and human settlements inclusive, safe, resilient and sustainable 
Direct
SDG 13 - Take urgent action to combat climate change and its impacts 
Direct
SDG 15 - Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification and halt and reverse land degradation, and halt biodiversity loss 
Direct
SDG 16 - Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Direct
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Indirect
Agriculture 
Direct
Curriculum Development 
Indirect
Ecotourism 
Direct
Forests/Trees 
Direct
Plants & Animals 
Direct
Waste 
Direct
ESD for 2030-Priority Action Areas
Priority Action Area 1 - Advancing policy 
state: 
Direct
Priority Action Area 2 - Transforming learning and training environments 
state: 
Direct
Priority Action Area 3 - Developing capacities of educators and trainers 
state: 
Direct
Priority Action Area 4 - Mobilizing youth 
state: 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
state: 
Indirect
Update: 
No