Seismic Aftershocks and Language Policy in Oaxaca, Mexico: A Collaborative Account of Resolve and Resistance in the Defense and Use of Original Languages

Authors

  • Beatriz Guti Vicente Guerrero Bilingual Preschool San Mateo del Mar, Oaxaca MX
  • Gisela Bal Vicente Guerrero Bilingual Preschool San Mateo del Mar, Oaxaca MX
  • Mayem Arellanes Cano Technical Middle School #14 Reyes Mantec
  • Lois M. Meyer University of New Mexico http://orcid.org/0000-0001-8859-7857

DOI:

https://doi.org/10.32865/fire201953140

Keywords:

Indigenous education, Original languages, Mexico, bilingual education

Abstract

Since 2013, Oaxacan Indigenous educators have experienced

Author Biographies

  • Beatriz Guti, Vicente Guerrero Bilingual Preschool San Mateo del Mar, Oaxaca MX
    Ikoots principal of the preschool
  • Gisela Bal, Vicente Guerrero Bilingual Preschool San Mateo del Mar, Oaxaca MX
    Ikoots preschool teacher of 5-year-olds
  • Mayem Arellanes Cano, Technical Middle School #14 Reyes Mantec
    Zapotec Social Studies instructor and lawyer
  • Lois M. Meyer, University of New Mexico
    Professor, Department of Language, Literacy & Sociocultural Studies (LLSS); Applied Linguist & Bilingual Educator

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Published

2019-12-20

Issue

Vol. 5 No. 3 (2019): Special Issue: Policy and Practice in the Use of Non-Dominant Languages in Comparative Education

Section

Articles

License

This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. FIRE ISSN: 2326-3873.

How to Cite

Seismic Aftershocks and Language Policy in Oaxaca, Mexico: A Collaborative Account of Resolve and Resistance in the Defense and Use of Original Languages. (2019). FIRE: Forum for International Research in Education, 5(3). https://doi.org/10.32865/fire201953140

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