Abstract
This article, a 5-month ethnographic research in Oaxaca, Mexico, examines various aspects of the literacy curriculum in 2 Mexican primary schools. The author observed and interviewed 35 students in 6th grade and 7 teachers in 2 schools, as well as examined student writing and teaching materials. The research suggests that though the Secretaria de Educación Pública (Secretary of Public Education, SEP) of Mexico mandates progressive educational theories, in practice, the national curriculum reinforces the Spanish colonialist views of indigenous languages and beliefs. In addition, there is a powerful intimate culture of children and families who interact with this curriculum. This study looks at what happens when the ideas and practices of the SEP collide with indigenous traditions, and what U.S. educators can learn from this.
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