Paper short abstract:

In this paper, I will discuss the implications of Yucatec Maya ethnotheories of "development" and the role of home and school in children's lives vis a vis increased schooling. First, the notion of individual destiny versus progress and second the interference with children’s learning at home.

Paper long abstract:

Despite evidence from sociocultural psychology and childhood studies that children are not the same everywhere they go, the Western tenet of development being a universal phenomenon as opposed to a historical one is still ingrained in education policies. It is not enough to acknowledge cultural diversity and develop culturally appropriate materials in different indigenous languages or teaching in those languages while ignoring that development is not a universal concept but a Western construction rooted in the idea of progression. The concept does not exist in any of México’s indigenous languages. Among Yucatec Maya mothers, “development” is conceived as a gradual process towards having understanding (na’at), dependent on individual’s destiny. Mothers consider that both home and school are equally important in children’s understanding and future but identify different yet complementary roles. At home, they learn to be responsible, respectful, and obedient as they learn to work. At school, they learn what it is needed to navigate in the world outside their community, especially getting an office job. In this paper, I will discuss the implications of these maternal ethnotheories vis a vis increased schooling. Firstly, regarding the notion of individual destiny versus progress. Secondly, the interference with children’s learning at home.