Educative memory of San José de la Zorra: Reasons for dropping out of school

Abstract

The purpose of this article is to interpret school dropout rates in San José de la Zorra, an Indigenous community in Baja California, through the educational memory of three generations. The study adopts a critical theory lens, focusing on historically constructed power relations in Mexico’s Indigenous populations. Semi-structured interviews were conducted with 6 women and 7 men from the Kumiay community, all residents of the area who had completed at least one grade of basic education. Findings reveal that dropout rates among the Kumiay stem from structural factors like poverty, racism, and lack of institutional support—yet the community demonstrates resilience by seeking alternatives. The article argues that while perceptions of education are shifting, systemic barriers (e.g., economic constraints and inadequate infrastructure) persist, limiting access to formal schooling. By introducing the category of educational memory, this work reframes dropout analysis and examines the complex relationship between Baja California’s Indigenous peoples and the institution of schooling.