Abstract

RODRIGUEZ UGALDE, Diana Cecilia  and  SOLIS DOMINGUEZ, Daniel. Teaching identities of indigenous students in the Huasteca Potosina region. Neoliberal structure versus reflexivity. Perfiles educativos [online]. 2019, vol.41, n.166, pp.40-57.  Epub Apr 17, 2020. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2019.166.59073.

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.

Keywords : Colonialism; Identity; Indigenous teachers; Higher education; Teacher development; Neoliberalism.

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