Principals’ Actions and Reactions to the Education Reform in the Mexican Subsystem of Indigenous Education

By Guadalupe Tinajero-Villavicencio and Carmen Pérez-Fragoso.

Published by Journal of Technologies in Education

Format Price
Article: Print $US10.00
Published Online: November 20, 2015 $US5.00

The 2011 national reform introduced curricular changes that put new pressures on rural schools’ principals regarding the educational use of ICT. The study focuses on reactions from principals in the subsystem of indigenous education in northern Mexico. More specifically, it addresses how the new reform’s norms affect indigenous schools, and what schools do to cope with these demands. The methodology consisted of semi-structured interviews to fifteen principals and three techno-pedagogical advisers who work with migrant indigenous children in a rural area, and field notes taken in thirty-nine visits to fifteen schools. Our results suggest that the schools serving indigenous populations face greater challenges. These schools operate in unstable socioeconomic conditions and experience staff shortages, placing additional burdens on principals and teachers on top of special curricular requirements, such as the use of ICT and teaching national languages other than Spanish. In spite of the schools’ equipment and infrastructure shortages, and the lack of support and funding from the government, teachers used their own resources and sense of social responsibility to give students access to ICTs. To conclude, suggestions for supporting vulnerable schools are offered.

Keywords: Learner Diversity, Language Diversity and Learning, Inclusive Education, ICT integration

Journal of Technologies in Education, Volume 11, Issue 4, December 2015, pp.21-30. Article: Print (Spiral Bound). Published Online: November 20, 2015 (Article: Electronic (PDF File; 458.780KB)).

Dr. Guadalupe Tinajero-Villavicencio

Researcher, Instituto de Investigación y Desarrollo Educativo, Universidad Autónoma de Baja California, Ensenada, Baja California, Mexico

Dr. Carmen Pérez-Fragoso

Researcher, Instituto de Investigación y Desarrollo Educativo, Universidad Autónoma de Baja California, Ensenada, Baja California, Mexico