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

Abstract

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.