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, López 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, López focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education – in Guatemala and beyond – today.
Foreword Edgar Esquit. Prelude: Indigenous and the possible curriculum. 0. Zero = Nothing = Everything: Recasting the "Indigenous" Subject in the Making. 1. "The Indian Problem," Contouring the Retina and the Indian, and Pre and Post War Educational and Social Policies Pro Diversity 2. Language Heritage(s) and the Role of "Indigenous" and "Non-Indigenous" Missionaries and Experts in Curricular Foundations 3. Anthropological Borders and the Performance of Diversity in Teacher Preparations Classrooms 4. Authoritarian Regimes in Reform, and Fractal Curricular Possibilities in Protests 5. No Closure