Indigenous Mexican Teachers and Decolonial Thinking: Enacting Pedagogies of Reclamation

Abstract

This paper examines the ways Indigenous Mexican educators navigate paradoxical institutional and community discourses around Indigenous language and cultural reclamation as negotiated forms of survivance and decolonial thinking in and around schools. Using ethnographic and Indigenous methodologies, we focus on the experiences of elementary education teachers from the states of Oaxaca and Puebla to highlight the sophisticated ways Indigenous educators figure ideological and implementational spaces of Indigenous persistence.