A Rarámuri Woman’s Schooling Trajectory: Experiences of Discrimination and Cultural Resistance

Abstract

This study examines the processes of discrimination and exclusion experienced by a Rarámuri woman throughout her schooling trajectory, from primary to upper secondary education. The research is based on the document submitted to obtain a bachelor's degree in elementary education at a rural teachers’ college in northern Mexico, which implements an affirmative action program for young people from Indigenous communities. Framed within the interpretive paradigm and employing a qualitative approach, the study uses a biographical-narrative method through an in-depth interview. The retrospective testimony of the key informant enables the reconstruction of her experiences in religious boarding schools and an examination of how these experiences have strengthened her cultural identity, despite the adversities encountered throughout her schooling trajectory.