| Popis: |
Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, López provides a historical and transnational understanding of how'indigenous'has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted'common sense'markers of diversity such as race, gender, and ethnicity, López focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education – in Guatemala and beyond – today. |
