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Indigenous Maya Knowledge and the Po...

University of Toronto (Canada)., Sociology and Equity Studies in Education.

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Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala./
作者:	Jimenez Estrada, Vivian Michelle.
面頁冊數:	298 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR79445
ISBN:	9780494794456

Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.
Jimenez Estrada, Vivian Michelle.

Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala. - 298 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2012.

Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until 1996, the state and civil society signed a series of Peace Accords that promised to better meet the needs of the Maya, Xinka, Garifuna and non-Indigenous groups living there. In this context, how does the current educational system meet the varied needs of these groups? My research investigates the philosophy and praxis of Maya Indigenous knowledge (MIK) in broadly defined educational contexts through the stories of 17 diverse Maya professional women and men involved in educational reform that currently live and work in Guatemala City. How do they reclaim and apply their ancestral knowledge daily? What possible applications of MIK can transform society? The findings reveal that MIK promotes social change and healing within and outside institutionalized educational spaces and argues that academia needs to make room for Indigenous theorizing mainly in areas of education, gender, knowledge production, and nation building. I analyze these areas from anticolonial and critical Indigenous standpoints from which gender and Indigenous identities weave through the text. Thus, I rely on Maya concepts and units of analyses (Jun Winaq') guided by an Indigenous research methodology (Tree of Life) to conduct informal and in-depth interviews that lasted 2 to 4 hours. In addition, I held a talking circle with half of the participants. My analysis is founded on my own experience as an Indigenous person, my observations and participation in two Maya organizations in 2007 and a review of secondary literature in situ.

ISBN: 9780494794456Subjects--Topical Terms:

626654
Education, Sociology of.

Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala.
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500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Judy Iseke.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2012.
520 $a Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until 1996, the state and civil society signed a series of Peace Accords that promised to better meet the needs of the Maya, Xinka, Garifuna and non-Indigenous groups living there. In this context, how does the current educational system meet the varied needs of these groups? My research investigates the philosophy and praxis of Maya Indigenous knowledge (MIK) in broadly defined educational contexts through the stories of 17 diverse Maya professional women and men involved in educational reform that currently live and work in Guatemala City. How do they reclaim and apply their ancestral knowledge daily? What possible applications of MIK can transform society? The findings reveal that MIK promotes social change and healing within and outside institutionalized educational spaces and argues that academia needs to make room for Indigenous theorizing mainly in areas of education, gender, knowledge production, and nation building. I analyze these areas from anticolonial and critical Indigenous standpoints from which gender and Indigenous identities weave through the text. Thus, I rely on Maya concepts and units of analyses (Jun Winaq') guided by an Indigenous research methodology (Tree of Life) to conduct informal and in-depth interviews that lasted 2 to 4 hours. In addition, I held a talking circle with half of the participants. My analysis is founded on my own experience as an Indigenous person, my observations and participation in two Maya organizations in 2007 and a review of secondary literature in situ.
520 $a The study contributes to a general understanding of contemporary Maya peoples and knowledge, and describes the theoretical validity of the Maya concept of Jun Winaq'. I argue that this concept seeks to heal individuals and a society to strengthen the Maya and all peoples. Throughout the dissertation I highlight the value of Indigenous knowledge and voices as parts of a political process that has the potential to decolonize mainstream education. I end with a graphic illustration of the elements in Maya Indigenous education and discuss future research for building a political agenda based on self-determination and healing relevant to Indigenous struggles globally.
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