| Abstrakt: |
This research took place in the state of Oaxaca, Mexico: home to 16 officially recognised Indigenous languages, whose speakers have been represented as primitive, backward and in need of help due to Mexico’s colonial history. In order to raise awareness of the diversity of Oaxaca and the need to develop inclusive pedagogies, the study presented in this article was carried out at the Faculty of Languages of the University of Oaxaca (FL-UABJO), with the participation of two groups: a group of Indigenous speakers of Oaxacan languages at risk of disappearance and a group of mestizo university students enrolled in the BA programme in language teaching at FL-UABJO. Utilising a peer tutoring scenario, employing qualitative methodology, and including theory on diversity, intercultural education and representation, this article explores the perspectives of the FL-UABJO students on diversity and inclusion. Based on the recursive and iterative analysis of the data, three emergent themes are discussed: (1) interculturality: attending a congress of cultures, (2) reconfiguring oneself and others, and (3) awareness of the collective agency of Indigenous language speakers. [ABSTRACT FROM AUTHOR] |
