This paper examines the ways Indigenous Mexican educators navigate paradoxical institutional and community discourses around Indigenous language and cultural reclamation as negotiated forms of survivance and decolonial thinking in and around schools. Using ethnographic and Indigenous methodologies, we focus on the experiences of elementary education teachers from the states of Oaxaca and Puebla to highlight the sophisticated ways Indigenous educators figure ideological and implementational spaces of Indigenous persistence.

中文翻译：

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土著墨西哥教师和非殖民化思维：制定开垦教学法

本文研究了墨西哥土著教育工作者如何处理围绕土著语言和文化复垦的自相矛盾的制度和社区话语，将其作为学校内外的生存和非殖民化思维的协商形式。我们使用民族志和土著方法论，重点关注来自瓦哈卡州和普埃布拉州的基础教育教师的经验，以突出土著教育工作者确定土著持久性的意识形态和实施空间的复杂方式。