ebook9781315392400d4325

Description

Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, L√≥pez provides a historical and transnational understanding of how “indigenous” has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted “common sense” markers of diversity such as race, gender, and ethnicity, L√≥pez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education ‚Äì in Guatemala and beyond ‚Äì today.