Identidades docentes de estudiantes indígenas de la Huasteca Potosina: Estructura neoliberal frente a la reflexividad Article uri icon

abstract

  • The aim of this study is to analyze the la formation of teaching identities among Nahua and Teenek at a bilingual intercultural teacher training college (Spanish acronym EIB) in Mexico%27s Huasteca Potosina region. Identity was problematized around nation and culture as colonial constructs which emerge from neoliberal structural discourse in interpellation with students%27 reflexivity. We assume that the processes of identity-building, in the case analyzed, occur in the tensions between the level of structural education policies of the neoliberal state and the reflexivity of indigenous students. The research uses a qualitative methodology based on document and ethnographic analysis. We found that the mediational processes of identification which developing students construct are heterogeneous and in tension: they assume significant references in neoliberal educational structural policies which are oriented toward a hegemonic cosmopolitan population, and redefine the meaning of their own communal values as a people. © 2019, Universidad Nacional Autonoma de Mexico.
  • The aim of this study is to analyze the la formation of teaching identities among Nahua and Teenek at a bilingual intercultural teacher training college (Spanish acronym EIB) in Mexico's Huasteca Potosina region. Identity was problematized around nation and culture as colonial constructs which emerge from neoliberal structural discourse in interpellation with students' reflexivity. We assume that the processes of identity-building, in the case analyzed, occur in the tensions between the level of structural education policies of the neoliberal state and the reflexivity of indigenous students. The research uses a qualitative methodology based on document and ethnographic analysis. We found that the mediational processes of identification which developing students construct are heterogeneous and in tension: they assume significant references in neoliberal educational structural policies which are oriented toward a hegemonic cosmopolitan population, and redefine the meaning of their own communal values as a people. © 2019, Universidad Nacional Autonoma de Mexico.

publication date

  • 2019-01-01