Theses by indigenous teachers. Intersectional analysis of autobiographies and inequality

Abstract

Introduction. The structural and historical inequality that affects indigenous teachers in Mexico, since the creation of the national educational system, school rationality and the imposition of a national language in the ignorance of native cultures, is still present in their educational narratives. Methods. Located from a sociocultural perspective, this research recovers black and Latin American feminist theory, to carry out an intersectional analysis on the inequality that intersects the bodies and therefore the life path of teachers and teachers due to their race/gender/class condition. indigenous teachers.  Discourse analysis used as an analytical method of the content of autobiographical narratives found in 6 dissertations, by three men and three by women. Results. The inequality faced by indigenous teachers throughout their school and professional careers is shown. Discussion. The analytical lines explain domains from the structural, disciplinary, hegemonic, interpersonal and intrapersonal. The latter being the one that reveals tactics for reversing inequality from everyday practices. Recommendations. The findings analyzed in the reviewed theses provide urgent knowledge to improve teacher training in an indigenous, precarious and inequality-reproducing education subsystem.