Conceptually rich and grounded in cutting-edge research, this book addresses the often-overlooked roles and implications of diversity and indigeneity in curriculum. Taking a multidisciplinary approach to the development of teacher education in Guatemala, Lopez provides a historical and transnational understanding of how "e;indigenous"e; has been negotiated as a subject/object of scientific inquiry in education. Moving beyond the generally accepted "e;common sense"e; markers of diversity such as race, gender, and ethnicity, Lopez focuses on the often-ignored histories behind the development of these markers, and the crucial implications these histories have in education - in Guatemala and beyond - today.
