Diálogos sobre educación

Migración en el norte de México: Políticas y procesos educativos

2026-03-05T22:41:24+00:00

Educación indígena en el norte de México: flujos migratorios y superdiversidad

2026-03-05T23:36:00+00:00

Educación indígena en el norte de México

2026-03-05T23:19:59+00:00

Teaching Linguistic Diversity. Experiences from the Pa ipai Lottery

2025-09-12T15:01:31+00:00

The Lotería Pa ipai project began as an educational resource for teaching the Pa ipai language in the community of Santa Catarina, Baja California. Between 2022 and 2024, it developed into a strategy to raise awareness of linguistic diversity in Spanish monolingual contexts. In the present text, the implementation of the project and the results obtained are analyzed. It is grounded in a theoretical framework that addresses linguistic diversity from global to local perspectives, including policies for its preservation, and examines the distinction between teaching a language and teaching about languages. The project was designed collaboratively with members of the Indigenous community, ensuring the cultural and linguistic representation of Pa ipai. The educational interventions proved effective in raising awareness among participants from diverse contexts about the importance of Indigenous languages and underrepresented varieties. In addition, the project strengthened the preparation of future teachers, who acquired pedagogical tools to incorporate linguistic diversity into their educational practices. The text concludes that Lotería Pa ipai constitutes a replicable initiative for promoting educational inclusion, making endangered languages visible, and fostering a critical understanding of the richness and diversity of languages in Mexico.

Indigenous Women at the Ricardo Flores Magón Rural Normal School: Evaluating an Affirmative Action Initiative

2025-09-05T17:32:31+00:00

Historically and internationally, access to higher education for minority cultural groups has been limited. This situation has improved since the beginning of the 21st century due to demands for equal rights and the implementation of various educational policies, such as affirmative action. These policies establish mechanisms that promote the access, retention, and graduation of vulnerable populations who have been historically excluded. The Ricardo Flores Magón Rural Teacher Training School (ENRRFM) began implementing such actions during the 2017–2018 academic year by allocating 15 places for Indigenous women to pursue a bachelor's degree in primary education. This study presents a retrospective program analysis by describing and examining data related to student admission, graduation, degree completion, and entry into the professional teaching service. It also incorporates testimonies from alumnae regarding the academic and contextual challenges they faced and the competencies they developed. The study is framed within a post-positivist paradigm and uses a mixed-methods approach through a case study methodology. The techniques employed include questionnaires and focus groups. The results provide an up-to-date assessment of the program, highlighting its achievements and areas for improvement, aiming to strengthen this initiative further.

Actitudes hacia las lenguas indígenas en un escenario de lenguas extranjeras: la Facultad de Idiomas Ensenada, UABC

2025-12-09T17:35:20+00:00

From a sociolinguistic perspective, this study analyzes attitudes toward indigenous languages in a university setting, where the presence of indigenous languages as an educational development option is scarce compared to the preference for foreign languages. Therefore, the objective of this research is to analyze attitudes toward indigenous languages among a group of students at the Language Faculty of Ensenada, UABC. A theoretical framework is followed and focuses on the components of linguistic attitudes and the Theory of Ecology Pressure, with some complementary concepts such as Linguistic Awareness, Linguistic Prejudice, and Polyphony of Voices. Based on the results of a survey among 30 seventh-semester students, participants from the two university degree programs at the Language Faculty of Ensenada and, through a qualitative analysis, findings show that most of the participants do not consider indigenous languages to be classified as “languages”, and would not choose to study them. However, some voices did consider the existence of indigenous languages eligibles for academic study, giving rise to positive and contrastive linguistic attitudes in this context.

Contextos vulnerables y migrantes en el norte de México: Una mirada a los procesos de lecto-escritura en educación primaria

2025-11-19T06:14:30+00:00

The socio-economic contradictions inherent in tourist cities that also receive migrants significantly impact daily life and the educational processes shaping children's school trajectories. This study analyzes the influence of vulnerable contexts on the development of reading comprehension among primary school children, based on the perceptions of teachers and students at a school located in a vulnerable area of a tourist city in northern Mexico. The research follows a qualitative approach using a phenomenological method. Six semi-structured interviews were conducted with the school's teachers, and thematic drawings were used with ten second-grade students. Thematic reflexive analysis was employed with the support of Atlas.ti23 software. The perceptions of both teachers and children reveal that lack of family support, prevailing socio-economic inequalities within the educational community, and limited social recognition of the school hinder the development of literacy skills. Nonetheless, pedagogical strategies focused on emotional development, strengthening school-family ties, and contextualizing the curriculum were identified as opening up possibilities for a more equitable education.

A Rarámuri Woman’s Schooling Trajectory: Experiences of Discrimination and Cultural Resistance

2025-09-26T05:59:06+00:00

This study examines the processes of discrimination and exclusion experienced by a Rarámuri woman throughout her schooling trajectory, from primary to upper secondary education. The research is based on the document submitted to obtain a bachelor's degree in elementary education at a rural teachers’ college in northern Mexico, which implements an affirmative action program for young people from Indigenous communities. Framed within the interpretive paradigm and employing a qualitative approach, the study uses a biographical-narrative method through an in-depth interview. The retrospective testimony of the key informant enables the reconstruction of her experiences in religious boarding schools and an examination of how these experiences have strengthened her cultural identity, despite the adversities encountered throughout her schooling trajectory.

Intercultural education in Mexico from the perspective of educational actors

2025-09-26T05:50:56+00:00

This contribution on intercultural education aims to rescue some theoretical positions, in an effort to establish differences between this proposal in relation to assimilationist tendencies that characterized the predominant indigenous education in Mexico in the 20th century; As a second objective, the challenges faced when trying to conceptualize and put the intercultural proposal into practice were analyzed from the perspective of actors participating in indigenous education in Chihuahua, Mexico. This qualitative study was conducted using the hermeneutic method, through which educational stakeholders in these contexts express their feelings and aspirations regarding intercultural education. A questionnaire was administered to them and in-depth interviews were conducted. The participating subjects: 16 teachers and/or directors of indigenous education were contacted by the inspectors; In turn, they invited 16 parents to participate in the interview, with children in the indigenous primary education offered by their school. The findings show that there is no consensus on what is meant by intercultural education. With the new educational policy in force in Mexico, new avenues and opportunities for intercultural education are opening up; however, efforts must be multiplied to bridge the gap between theory and practice.

Agents of resistance in Indigenous schools in Baja California: the case of cultural promoters

2025-09-06T13:38:13+00:00

This paper is part of a larger project that examines how indigenous primary schools in Baja California, Mexico, managed and operated as they returned to in-person classes. Here we delve into the distinctive roles and activities of three Yuman indigenous women, who work as cultural promoters in these schools. The data was collected through in-depth interviews with the participants between 2022 and 2024. To interpret the data, a qualitative content analysis was used, using categories from Freire's work on critical consciousness and Giroux's theory on the resistance of school agents. The results indicate that the participants are aware of how hegemonic conditions derived from Western culture (and other types of domination, such as organized crime) affect their communities. They also recognize the urgency of preserving their cultural elements and see themselves as vital transmitters of these aspects. It is noteworthy that the participants engaged in critical reflection on their roles within the community, as well as the roles of authorities in preserving Native communities and the policies implemented to this end. The participants also describe how they carry out their work, which often occurs in situations of disadvantage related to being Indigenous in northern Mexico and living in rural areas.

Docentes indígenas: migración y arraigo en el Valle de San Quintín

2025-10-24T11:30:26+00:00

The objective of this paper is to characterize the process of rootedness of migrant teachers of indigenous elementary schools established in the San Quintín Valley, Baja California. Semi-structured interviews were conducted with five teachers under the methodological perspective of thematic oral history. In the findings, we identified the seven ties of rootedness proposed in Quezada's (2007) development. The teachers have formed a strong bond with their land of destination, however, they are very aware of their roots in Oaxaca and the culture of their communities. The contributions of this study revolve around the recording of oral sources of migrant indigenous teachers in northern Mexico.

Educative memory of San José de la Zorra: Reasons for dropping out of school

2025-09-29T05:39:31+00:00

The purpose of this article is to interpret school dropout rates in San José de la Zorra, an Indigenous community in Baja California, through the educational memory of three generations. The study adopts a critical theory lens, focusing on historically constructed power relations in Mexico’s Indigenous populations. Semi-structured interviews were conducted with 6 women and 7 men from the Kumiay community, all residents of the area who had completed at least one grade of basic education. Findings reveal that dropout rates among the Kumiay stem from structural factors like poverty, racism, and lack of institutional support—yet the community demonstrates resilience by seeking alternatives. The article argues that while perceptions of education are shifting, systemic barriers (e.g., economic constraints and inadequate infrastructure) persist, limiting access to formal schooling. By introducing the category of educational memory, this work reframes dropout analysis and examines the complex relationship between Baja California’s Indigenous peoples and the institution of schooling.