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Como en otras latitudes de nuestro continente, en lo que hoy es México la universidad de cuño europeo y eurocéntrico se ha impuesto a los sistemas de conocimiento propios de los pueblos mesoamericanos, primero en la educación de élites coloniales y posteriormente en la independencia que de iure se obtiene en el siglo XIX. Desde entonces la colonialidad segregadora tanto como la republicanidad asimiladora han imperado no solamente en los sistemas educativos básicos, sino igualmente en la educación denominada superior. En este capítulo reflexiono acerca de las consecuencias y efectos que este tipo de legado genera al interior de las universidades y que se visibiliza aún más cuando nuevos actores y actoras estudiantiles, anteriormente excluidas, comienzan a ingresar a la educación superior, como en el caso de las juventudes indígenas, afromexicanas y/o rurales. Experiencias diversas, directas tanto como indirectas, de racismos, clasismos y sexismos son relatadas, compartidas y reflexionadas a lo largo de dos proyectos de investigación etnográfico-colaborativa.

Mateos Cortés, Laura Selene & Gunther Dietz (2023) Indigenous Youth in Intercultural Universities: New Sites of Knowledge Production and Leadership Training in Mexico and Latin America. En: Katharina Ruckstuhl, Irma A. Velásquez, John-Andrew McNeish, Nancy Postero (eds.). The Routledge Handbook of Indigenous Development (pp. 468-478). New York: Routledge. https://doi.org/10.4324/9781003153085

Resumen

Since the turn of the millennium, so-called intercultural universities have been created and developed throughout the Latin American subcontinent as an institutional response to claims made by local, regional and national Indigenous movements and, in particular, by Indigenous youth. The goal is to provide higher education opportunities inside Indigenous regions and to focus educational programs specifically for Indigenous students, their demands and needs for academic training. In the following, after a brief contextualization of postcolonial educational policies for Indigenous peoples, we present a broad Latin American panorama of these intercultural universities, before critically analyzing in more detail the situation of these institutions for the case of Mexico, the country with the largest experience with new public higher education institutions targeting Indigenous peoples. Finally, we draw some conclusions and formulate some more general policy recommendations with regard to tertiary education, development, and Indigenous peoples.

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Higher Education Institutions and academic programs participating in the project

The post Indigeneity and pathways through Higher Education in Mexico appeared first on Sendas y trayectorias indígenas en la educación superior en México.

 

Pérez-Castro, Judith (2022). Jóvenes indígenas y educación superior: análisis de dos universidades públicas. Coloquio de Investigación IISUE 2022. México: IISUE/UNAM. 1 de julio de 2022. https://www.youtube.com/watch?v=6SvmSvJ50eo&t=5850s

https://www.youtube.com/watch?v=6SvmSvJ50eo&t=5850s

 

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García, Jesús & Pérez-Castro, Judith (2022). Formación profesional y ética en post pandemia en estudiantes de pueblos originarios de educación superior. Segundo Coloquio: Los valores en la formación profesional del Pedagogo. Facultad de Filosofía y Letras. México: FFyL: UNAM. 29 de agosto de 2022. https://www.youtube.com/watch?v=1yCu7RLD0T8

https://www.youtube.com/watch?v=1yCu7RLD0T8

 

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• Pérez-Castro, Judith & Santana, Yasmani (2022). Estudiantes indígenas en programas de educación superior: entre discriminaciones y resistencias. XXXIII Congreso Latinoamericano de Sociología, ALAS. México: ALAS-UNAM. 14 al 19 de agosto de 2022.
• Pérez-Castro, Judith & García, Jesús (2022). La inclusión y exclusión escolar que viven los estudiantes de pueblos originarios en el nivel superior en México. XXXIII Congreso Latinoamericano de Sociología, ALAS. México: ALAS-UNAM. 14 al 19 de agosto de 2022.

 

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Pérez-Castro, Judith & García, Jesús (2023). Factores de exclusión en estudiantes indígenas universitarios. XVII Congreso Nacional de Investigación Educativa. XVII Congreso Nacional de Investigación Educativa. Villahermosa: COMIE-UJAT. Villahermosa, Tabasco, 4 al 8 de diciembre de 2023. https://www.comie.org.mx/congreso/memoriaelectronica/v17/doc/0240.pdf

 

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Pérez-Castro, Judith & García, Jesús(2023). Digital exclusion and educational inequality in indigenous university students. XX ISA World Congress of Sociology. International Sociological Association. Melbourne, Australia. 25 de junio al 1 de julio de 2023. https://www.isa-sociology.org/uploads/imgen/1579-isa-wcs2023-book-of-abstracts.pdf

 

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• Pérez-Castro, Judith & García, Jesús (2024). Desventajas acumuladas y acceso a la educación superior de jóvenes indígenas. IX Congreso Nacional de Ciencias Sociales. Consejo Mexicano de Ciencias Sociales (COMECSO). México: COMECSO-UNAM. Ciudad de México, 8 al 12 de abril de 2024.
• Pérez-Castro, Judith (2024). Factores académicos y desigualdad en estudiantes universitarios de origen indígena. IX Congreso Nacional de Ciencias Sociales. Consejo Mexicano de Ciencias Sociales (COMECSO). México: COMECSO-UNAM.. Ciudad de México, 8 al 12 de abril de 2024

 

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Consejo Latinoamericano de Ciencias Sociales

Pérez-Castro, Judith (2025).Colonialidad del saber y oportunidades educativas en la educación superior mexicana. X Conferencia Latinoamericana y Caribeña de Ciencias Sociales. Bogotá: CLACSO.  9 al 12 de junio de 2024. https://conferenciaclacso.org/programa/resumen_ponencia.php?&ponencia=Conf-1-1033-40108&p=4218

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“Indigeneity and Pathways through Higher Education in Mexico” is a project funded by the Economic and Social Research Council (ESRC) (grant ES/S016473/1), United Kingdom. It was co-coordinated by Michael Donnelly from the University of Bath, Gunther Dietz from the Universidad Veracruzana, and Judith Pérez Castro from the National Autonomous University of Mexico.

The research was conducted between 2020 and 2024. The general objective was:

• To analyze higher education’s role and purposes for indigenous peoples, especially the impacts that the type of higher education institution has on experiences, skills, and identities developed by indigenous students in their different social domains.

 

The specific objectives of the research were the following:

• To study experiences and encounters that indigenous students have during their academic trajectories through different types of higher education institutions.
• To ponder the meaning and relevance of skills and knowledge, attained in different types of institutions, for indigenous peoples.
• To analyze the impact of the different kinds of higher education institutions on the identities that indigenous students display in certain key areas (communities, peer group, workplace, among others).

 

The research approach was of a qualitative type. The inquiry consisted of a collaborative ethnography that included the following stages:

1. Interviews with indigenous students.
2. Interviews with university professors and administrative staff.
3. Focus groups with students, teachers, and administrative staff.
4. Workshops and forums with stakeholders.

 

 

The empirical work (interviews, focus groups, and workshops) covered 7 types of higher education institutions:

 

1. Federal public universities: Universidad Nacional Autónoma de México (UNAM).
2. State public universities: Benemérita Universidad Autónoma de Puebla (BUAP), Universidad Veracruzana (UV), and Universidad Autónoma Benito Juárez de Oaxaca (UABJO).
3. Public institutes of technologies: Instituto Tecnológico Superior de Zongolica (ITSZ) and Instituto Tecnológico de Comitán (ITC).
4. Public and private intercultural universities: Universidad Intercultural de Chiapas (UNICH), Universidad Veracruzana Intercultural (UVI) (Selvas, Grandes Montañas y Totonacapan), Universidad Intercultural del Estado de Puebla (UIEP), Instituto Superior Intercultural Ayuuk (ISIA), Instituto de Educación Superior para el Desarrollo Humano Sustentable – Moxviquil, and Centro de Estudios para el Desarrollo Rural (CESDER).
5. Agricultural universities: Universidad Autónoma Chapingo (UACh).
6. Private universities: Universidad Popular Autónoma del Estado de Puebla (UPAEP) and Universidad Iberoamericana (UIA) campus Santa Fe and Puebla.
7. Teacher training schools: Escuela Normal Bilingüe e Intercultural de Oaxaca (ENBIO).

 

 

The sample included a total of 19 higher education institutions, spread across six provinces: Mexico City, the State of Mexico, Puebla, Veracruz, Oaxaca, and Chiapas.

 

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Over the past twenty years, Mexican higher education has been influenced by several factors, such as students’ movements fighting for their right to education and especially for free education, decentralized and autonomous policies, quality assurance and accreditation programs, internalization of education through the development of network and alliances, expansion of educational offering, curricular reforms, the use of technology to increase coverage, financial challenges, and the effects of the pandemic on educational attainment, among others. Additionally, new actors, first generation students, are increasingly accessing to higher education, for instance, indigenous, Afro-descendant, and/or disabled youngsters. These changes are the result of inclusive programs and affirmative action policies, that gradually have acknowledged equal access for these students, regardless of their sociocultural backgrounds or abilities

By recognizing the presence of diversity on their campuses, Mexican universities have moved to the institutionalization and mainstreaming inclusion, gender, and interculturality into their fundamental functions. In this paper, our objective is to reflect on the challenges and tensions that come with implementing a critical intercultural approach in higher education, based on the findings on the international project “Indigeneity and Pathways through Higher Education in Mexico”. Finally, interculturality is not limited to superficial changes, but rather it entails the transformation of higher education institutions according to students’ diversity.

Franco, Jésica (2024). Challenges of academic writing among young indigenous researchers. Magis, Revista Internacional de Investigación en Educación, (17), 1–25. https://doi.org/10.11144/Javeriana.m17.deaj

The discourses and current educational policies of inclusion in Latin America continue to align with the hegemonic vision that has predominated in linguistic studies, which, from a cognitive perspective, perceive reading and writing as neutral and decontextualized techniques or processes. In this sense, the emergence of critical inquiries highlights the necessity to restructure and decolonize the theoretical and methodological frameworks that have prevailed in investigations of academic literacies. Consequently, this research aims to understand the challenges faced by young researchers from indigenous communities in their experiences of appropriating academic writing, from a perspective that articulates critical studies of academic literacies with intercultural studies. In-depth interviews were conducted with three young indigenous Mexican researchers working in the field of education. The narratives were analyzed considering their familial, academic, and research trajectories in relation to their experiences of academic writing. The results emphasize that their cultural identity influences the construction of their academic identity, enabling them to reflect on and understand writing within the dynamics of power and the ethical political commitments inherent to their work in academic settings.

Hernández, Roberto y Mateos, Laura Selene (2024). Towards the decolonization of teacher education at the Escuela Normal Bilingüe Intercultural de Oaxaca. Punto CU Norte, 9(19), 35-59.

This paper analyzes the educational experiences of students and graduates from the Bilingual and Intercultural Teacher Training School of Oaxaca (ENBIO). This institution has an educational model which merges intercultural approach with everyday practices and is committed to training indigenous professionals to transform pedagogy. The research consisted of a collaborative ethnographic study, and data was collected through semi-structured interviews and interdisciplinary workshops. Participant observation and field journaling were used as complementary techniques. The results showed that ENBIO, as a teacher training institution for indigenous education, enables students and graduates to re-assess their cultural references, reconfigure their identities, and reconcile themselves with their cultures of origin, both socioculturally and politically. Educational experiences, curriculum, classroom and extracurricular practices, community work, among others, make the institution leave a deep community mark on young people and dismantle the idea that a literate individual has a “better quality of life” and that being a professional means “being someone in life”. In this way, ENBIO surpasses traditional hegemonic and exclusionary educational practices and gives rise to an emerging intercultural process, respectful to diversity. Finally, ENBIO advocates for epistemic justice and collaborative creation of knowledge.

Pérez-Castro, Judith (2024). Between snakes and ladders: Trajectories of a group of Indigenous university students. Archivos Analíticos de Políticas Educativas, 32(19), 1-23. https://doi.org/10.14507/epaa.32.8210

Indigenous students represent 1% of the enrollment in Mexican higher education. The exclusion they have been subjected to is a structural problem that encompasses internal factors to the education system, such as regulatory and organizational norms, pedagogical and attitudinal barriers, as well as external factors, for instance, family economic situation, low expectations for indigenous students, and cultural differences. In this paper, we analyzed the barriers and enablers faced by Indigenous university students. The research was based on collaborative ethnography, and, for the empirical work, we conducted in-depth interviews in a sample of Indigenous students from the National Autonomous University of Mexico (UNAM). The students’ discourses highlight three kinds of barriers: economic, academic, and attitudinal. All these barriers have different consequences, on both student learning and educational achievement as well as students’ chances of being included in the university. However, at the same time, students point out the existence of support at the institutional level and from relatives, classmates, and teachers. We conclude that the situation experienced by indigenous students is complex, due to several obstacles they have to overcome. For that reason, it is important to enhance institutional actions in order to identify indigenous student needs and improve their educational opportunities.

Pérez-Castro, Judith, Santana, Yasmani and Donnelly, Michael (2025). Viejas y nuevas formas de discriminación hacia los estudiantes indígenas en universidades convencionales. Perfiles educativos, 47 (publicación continua), 1-25. https://doi.org/10.22201/iisue.24486167e.2025.47.61777

Despite the expansion of the higher education system, racism towards those groups or social categories that do not conform to the standards of the Euro-Western paradigm continues to be prevalent in institutions. One of these groups is indigenous peoples, who have historically faced different forms of derogatory treatment, both overt and veiled. In this paper we analyze the discrimination practices faced by a group of Indigenous students from two universities in Mexico City. The inquiry consisted of a collaborative ethnography, for which we conducted in-depth interviews with a selection of 16 students from different major programs. We found that young people experience various forms of discrimination, both institutional and cultural.  Regarding the first one, students identified three discriminatory practices: the disregard for traditional knowledge, invisibility of indigenous students as members of the institutional community, and folklorization of their customs and values. Regarding the second one, indigenous youngsters highlighted rejection practices based on their clothing, place of origin, language, and economic status. We concluded that these forms of discrimination refer to systems of inequality rooted in the social structure, however, educational institutions can contribute to changing them if they look critically at the knowledge they transmit, the values and practices they hold, as well as the processes that exclude people who have been labeled as “different”.

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• Experiencias de pueblos indígenas con la educación superior en América Latina. Educación Futura, 27 de abril de 2020.

• Investigadores recopilarán experiencias de pueblos indígenas con la educación superior en AL. Universo. Sistema de noticias de la UV.

• New project investigates indigenous people’s experiences of higher education across Latin America. Communications, 28 April 2020 https://www.bath.ac.uk/
• La UNAM, en proyecto internacional sobre impacto de la educación superior en jóvenes indígenas. Boletín UNAM-DGCS-395, 30 de mayo de2020. https://www.dgcs.unam.mx/boletin/bdboletin/2020_395.html
• Encuentro regional “Salud, vida y territorio en las Grandes Montañas de Veracruz» – Instituto de Investigaciones en Educación. https://www.uv.mx/iie/general/encuentro-regional-salud-vida-y-territorio-en-las-grandes-montanas-de-veracruz/
• UV analiza papel de la educación superior en los pueblos originarios. Universo. Sistema de noticias de la UV. https://www.uv.mx/prensa/opinion/uv-analiza-papel-de-la-educacion-superior-en-los-pueblos-originarios/
• Vivencias y experiencias de estudiantes indígenas en carreras universitarias de educación. Instituto de Investigaciones en Educación. https://www.uv.mx/iie/general/vivencias-y-experiencias-de-estudiantes-indigenas-en-carreras-universitarias-de-educacion/

• UV-Intercultural Totonacapan hospedó cuarta reunión de proyecto Sendas.  Universo. Sistema de noticias de la UV. https://www.uv.mx/prensa/eventos/uv-intercultural-totonacapan-hospedo-cuarta-reunion-de-proyecto-sendas/
• UV colabora en proyecto de trayectorias indígenas en universidades. Universo. Sistema de noticias de la UV.   https://www.uv.mx/prensa/eventos/uv-colabora-en-proyecto-de-trayectorias-indigenas-en-universidades/
• MOXVIQUIL y la Universidad Veracruzana intercambian experiencias de vida comunitaria y universitaria.  Instituto de Investigaciones en Educación. https://www.uv.mx/iie/general/moxviquil-y-la-universidad-veracruzana-intercambian-experiencias-de-vida-comunitaria-y-universitaria/
• En la educación superior debe revisarse la importancia de la diversidad cultural. Gaceta UNAM, 26 de agosto de 2024.

• Jóvenes indígenas, más allá de la educación superior. E-consulta.com. Referencia obligada. 3 de septiembre de 2024.

• Jóvenes indígenas, más allá de la educación superior. Ibero Puebla. Círculo de escritores. 3 de septiembre de 2024.

• Académicos UV participaron en Taller Diálogo de Intersaberes. Universo. Sistema de noticias de la UV.   https://www.uv.mx/prensa/general/academicos-uv-participaron-en-taller-dialogo-de-intersaberes/
• UV realizó taller de trayectorias indígenas en la educación superior. Universo. Sistema de noticias de la UV.   https://www.uv.mx/prensa/eventos/uv-realizo-taller-de-trayectorias-indigenas-en-la-educacion-superior/
• Atienden tema de estudiantes indígenas. Noticias. Voz e imagen de Chiapas, 14 de marzo de 2024. https://nvinoticiaschiapas.com/chiapas/sclc/14/03/2024/95142/
• Estudiantes de pueblos originarios proponen mejoras a las IES. Universo. Sistema de noticias de la UV. 

• Distinguen a la BUAP por su Licenciatura en Gestión Territorial e Identidad Biocultural. Boletines BUAP. 27 de agosto de 2024. https://boletin.buap.mx/node/3568
• Reconocen a la BUAP por Licenciatura en Gestión Territorial e Identidad Biocultural. El Sol de Puebla. 28 de agosto de 2024. https://oem.com.mx/elsoldepuebla/local/reconocen-a-la-buap-por-licenciatura-en-gestion-territorial-e-identidad-biocultural-13899216  
• Foro-taller Intersaberes “La universidad que habitamos y la universidad que anhelamos: pueblos originarios y educación superior”. Interesaberes, 21 de octubre de 2024.

• Tesis de posgrado analiza trayectorias de universitarios indígenas.  Universo. Sistema de noticias de la UV. 

• Pueblos originarios y educación superior. E-consulta.com. Referencia obligada. 30 de octubre de 2024. https://www.e-consulta.com/opinion/2024-10-30/pueblos-originarios-y-educacion-superior
• Pueblos originarios y educación superior. Ibero Puebla. Círculo de escritores. 30 de octubre de 2024. https://www.iberopuebla.mx/circulo-de-escritores/dreyes/pueblos-originarios

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