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La Educación
Número: (122) III
Año: 1995


Using approaches in oral history, ethnography, and narrative analysis, this chapter presents accounts by a group of Mayan women in Southeastern Mexico in the context of “indigenista” discourses and contemporary discussions of Indian Education. The author asserts that these oral histories involve the categories of gender, culture, and ethnicity in ways that contest notions of indigenous women as passive victims. Rather, these women emerge as subjects who articulate resistance to the nation through a critique of internal colonialism and indictment of Mexican moral authority over time. The last part of the chapter explores some of the implications of this assertion for indigenous education in Latin America and proposes criteria for developing a more inclusive education.