Between the community and the individual: Identity in intercultural education in mexico

Abstract

Intercultural education is among the latest education paradigm shifts in Mexico. After decades of linguistic and cultural policies that attempted the acculturation of indigenous minorities, the intercultural model arose to acknowledge the diversity that exists throughout the country. This chapter examines how intercultural education has helped improve the quality of instruction and create an ethical change that leads to a more egalitarian coexistence between the mestizo majority and the indigenous communities in Mexico. The implementation of intercultural education has been criticized by some because of concerns about its theoretical foundations, lack of curricular support, and imprecise political objectives. However, it has given grass roots organizations the opportunity of developing their own educational projects. This study explores how the role of culture and identity are conceptualized in officially-sanctioned documents and the way in which an indigenous school and community organization interpret it. A critical discourse analysis of policy papers, teacher training materials, and interviews with indigenous teachers, community leaders, and policy brokers reveals key differences between the official model and the opinions of the indigenous actors. Intercultural education is appropriated and redefined by the indigenous organizations and in the process emerges a community–based identity that goes beyond traditional linguistic boundaries.