Indigenous rights and intercultural citizenship: Introduction to a project with Tzotzil, Tseltal, and Chol teachers in Chiapas, Mexico

Abstract

AbstractThis article introduces some of the results of the project entitled “Intercultural Conflict, Education, and Democracy in Mexico: Citizenship and Indigenous Rights in the Bilingual and Intercultural Pedagogical Movement of the Los Altos, Northern, and Lacandon Rainforest Regions of Chiapas.” The article describes the context in which this project was developed and the political philosophy that inspired it as well as the methodology used and the various approaches applied, including inductive (Gasché, forthcoming a, forthcoming b), qualitative (Glasser and Strauss, 1967), ethnographic (Bertely, 2000a), and evocative (Podestá, 2002, 2003; Lindenberg, 1996). The article systematizes the results of a project founded on a mutual learning process and collaboration between indigenous teachers and a nonindigenous specialist.