Duoethnographic Platicás: Examining Indigeneity and Mestizaje Realities through an Entre Mundos Praxis
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| Title: | Duoethnographic Platicás: Examining Indigeneity and Mestizaje Realities through an Entre Mundos Praxis |
|---|---|
| Language: | English |
| Authors: | Erika D. Garcia, Ymasumac Marañón Davis |
| Source: | Journal for Multicultural Education. 2026 20(2):183-197. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Indigenous Populations, Females, Diversity, Indigenous Knowledge, Teacher Education Programs, Ethnicity, Cultural Differences, Latin Americans, Elementary Secondary Education |
| DOI: | 10.1108/JME-05-2025-0114 |
| ISSN: | 2053-535X |
| Abstract: | Purpose: This study aims to examine the intracultural diversity within the Latine community by centering the lived experiences and realities of two Indigenous, mestiza women. Design/methodology/approach: Grounded in the Entre Mundos methodology, and employing duoethnography and pláticas, the authors engage in reflective dialogue to explore the complexities of mestizaje, indigeneity and knowledge production within their communities. Findings: Through this collaborative inquiry, two key findings emerge: (1) the recognition of axio-onto-epistemological diversity and (2) the importance of engaging in root work -- deep reflection that informs both personal and pedagogical transformation. Research limitations/implications: The study highlights the need for teacher preparation programs to incorporate reflexive practices grounded in root work and to foster a deeper understanding of axio-onto-epistemological frameworks. Originality/value: This work contributes to the field by challenging surface-level diversity initiatives and calling for a more profound examination of the root causes of systemic inequities in education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507638 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to examine the intracultural diversity within the Latine community by centering the lived experiences and realities of two Indigenous, mestiza women. Design/methodology/approach: Grounded in the Entre Mundos methodology, and employing duoethnography and pláticas, the authors engage in reflective dialogue to explore the complexities of mestizaje, indigeneity and knowledge production within their communities. Findings: Through this collaborative inquiry, two key findings emerge: (1) the recognition of axio-onto-epistemological diversity and (2) the importance of engaging in root work -- deep reflection that informs both personal and pedagogical transformation. Research limitations/implications: The study highlights the need for teacher preparation programs to incorporate reflexive practices grounded in root work and to foster a deeper understanding of axio-onto-epistemological frameworks. Originality/value: This work contributes to the field by challenging surface-level diversity initiatives and calling for a more profound examination of the root causes of systemic inequities in education. |
|---|---|
| ISSN: | 2053-535X |
| DOI: | 10.1108/JME-05-2025-0114 |
