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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
FullText Text:
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  Data: Duoethnographic Platicás: Examining Indigeneity and Mestizaje Realities through an Entre Mundos Praxis
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  Data: <searchLink fieldCode="AR" term="%22Erika+D%2E+Garcia%22">Erika D. Garcia</searchLink><br /><searchLink fieldCode="AR" term="%22Ymasumac+Marañón+Davis%22">Ymasumac Marañón Davis</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Diversity%22">Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: 10.1108/JME-05-2025-0114
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  Data: 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.
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