Abstract

POLLMANN, Andreas. GLANCES AT MEXICAN INDIGENOUS CULTURES FROM THE PERSPECTIVE OF FUTURE SECONDARY SCHOOL TEACHERS. Universidad y Sociedad [online]. 2017, vol.9, n.2, pp. 53-58. ISSN 2218-3620.

Based on a survey of 189 students of the Escuela Normal Superior de México, the present article offers some general glances at Mexican indigenous cultures, with a particular interest in the teacher education context. This includes (I) views on ethno-cultural diversity and the presence of indigenous people in terms of their benefits for Mexico, (II) perceptions of the marginalization of indigenous people, (III) the level of agreement with the proposition that some indigenous languages should be taught in all primary and secondary schools in the country, (IV) the perceived importance of a professional practice in indigenous communities as part of initial and continuous teacher education, and (V) the perceived importance of incorporating intercultural topics in initial and continuous teacher education. On the one hand, the respective empirical data show substantial similarities between indigenous respondents (n=23) and non-indigenous respondents (n=166), which suggest a considerable trans-ethno-cultural consensus as to the importance of the country’s indigenous cultures and, particularly, regarding their presence within teacher education. On the other hand - when compared with key results of a recent nationally representative survey on culture, reading, and sport - the prospective teachers’ answers reveal high levels of intercultural empathy that stand in positive contrast to a widespread intercultural illiteracy amongst Mexico’s general population.

Keywords : Indigenous cultures; secondary education; survey; intercultural formation; teachers; perceptions.

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