Short Abstract:

The recent curriculum reform in Mexico urges the reviving of indigenous languages and ways of learning, part of which well aligns with the learner-centred tenets. Framed by the capability approach and the comparative case study approach, the research examines how the links between learner-centred and indigenous pedagogies play out in the contemporary context of Mexico.

Long Abstract:

This research compares possible conceptual overlaps between globally promoted learner-centred pedagogy, historically nurtured pedagogies and pedagogies valued by local educational stakeholders between three regions in Mexico. Learner-centred pedagogy is considered a ‘best practice’ by global aid agencies for various educational challenges around the world. The recent curriculum reform in Mexico – called La Nueva Escuela Mexicana (the New Mexican School: Secretary of Higher Education 2023) – urges the reviving of indigenous languages and ways of learning, part of which well aligns with the learner-centred tenets such as hands-on experiences, project-based learning and learner-autonomy (Bremner 2021; Schweisfurth 2013). The research examines how the links between learner-centred and indigenous pedagogies play out in the contemporary context of Mexico.

By utilising the capability approach (Sen, 1999, 2009; Nussbaum 2011; Robeyns 2017) and the comparative case study approach (Bartlett and Vavrus 2017) as the methodological and analytical frameworks, the research explores the relationships between learner-centred pedagogy, historically nurtured pedagogies, pedagogies conceived as valuable by various educational stakeholders – including primary pupils, teachers, head teachers, school supervisors and parents – in Mexico. The research questions include: (1) What are the educational experiences, practices, and capabilities that various educational stakeholders regard valuable in Mexico?; and (2) What do their narratives indicate about the value of indigenous pedagogies and learner-centred pedagogy in their perceptions of quality pedagogy? Through a mix of snowball and convenience sampling, 12 primary schools in three regions distinctive in terms of socioeconomic levels and indigenous inhabitant were visited. Semi-structured interviews with a total of 68 primary teachers, head teachers, school supervisors and parents and focus group discussions with 100 pupils inquired into what they value in and through education (Walker & Unterhalter 2007) and what kind of pedagogies they think are conducive to fostering the valued educational outcomes.

At the time of writing this abstract, the research is at the analysis stage using the thematic analysis approach. Preliminary findings indicate that some participants espoused the recent curriculum reform with its philosophical bases and pedagogical intentions. A parent expressed his backing for delving into the cultural roots of Mexico through activity-based and interactive learning. Another parent also endorsed her child’s being exposed to a variety of indigenous languages and cultures. One head teacher further emphasised the flexibility of the reform, which gives teachers to autonomously adapt the curriculum based on specific contexts and to make it relevant to pupils’ lives outside of school.

At the same time, some teachers expressed their confusion with too much freedom for curriculum adaptation on their side, condemning the lack of structure and guidance, as well as that of the authority’s responsibility. Another point of concern, according to a teacher, involved regional divide possibly enhanced by the curriculum reform. Mexico presents a diverse country with both indigenous and non-indigenous peoples spread across different regions. The findings indicate more endorsement of the reform in Southern states where more indigenous populations inhabit, whereas the participants from Nuevo Leon in the North, in which few indigenous peoples live, appeared to relatively cool off about the reform’s emphasis on indigenous knowledges, as articulated by a parent and a teacher. One of the head teachers from Nuevo Leon also pointed out the difficulty of introducing one unified curriculum in such a diverse country. While these participants in this research did not necessarily express the feeling of ‘reversed discrimination’ – where those who do not consider themselves belonging to indigenous communities may feel exclusion and discrimination (Cardozo 2012, p. 765) – the current reform possibly contributes to intensifying the divide between different ethnic and cultural groups in Mexico.

In sum, the research has begun to show mixed views toward the recent curriculum reform in Mexico which prioritises indigenous pedagogies and which well aligns with some of the learner-centred tenets. By the HDCA conference 2024, the researcher will further analyse the data with a hope to share more substantive findings at the conference.