ABSTRACT. In matters of diversity and indigenous education, language and linguistic revitalization have become central in correcting historical wrongs. This paper is a historical examination into language, activities, tactics, and modes of reasoning difference as indigenous through educational engagements from the turn of the 20th century to the present in Guatemala. The analysis interrogates the conversion mission, comparativist and representational reasoning, and the arboreal principles of origin. These tactics and modes of reasoning order possible identities in a pluralistic paradigm that paradoxically delimits multiplicity in teacher education practices in the 21st century. pp. 55–72

Keywords: diversity; pluralism; language; indigenous; Hacking

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Department of Curriculum and Instruction,
University of Wisconsin-Madison, United States

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