Expected and adopted roles of indigenous lecturers and professors in Mexican universities

Abstract

ABSTRACT Indigenous peoples of Mexico have low access to higher education due to economic, educational, cultural and language barriers. Mexican universities are gradually addressing the inclusion of indigenous students to higher education; however, the incorporation of indigenous professors and lecturers is limited. This study explored the perspectives of indigenous faculty in Mexican universities regarding their presence in the academia. This research was framed as a qualitative study using semi-structured interviews to collect data and analyzed it using thematic analysis approach. Three themes emerged from the analysis: role models, advocates and activists for indigenous peoples rights, and experts on indigenous knowledge. The narrative in each theme presents their experiences using direct quotations from participants. The expected roles refer to assumptions mainly from non-indigenous peoples while participants were pursuing their university studies or in their role as indigenous faculty. The adopted roles have been intentionally pursued from them in their position as university faculty.