Dissertation Abstracts

Discursivity of the interculturality signifier in the politics of basic education in Mexico, from Zedillo (1994-2000) to Fox (2000-2006).

Author: Malaga Villegas, Sergio Ger, gmalvil.33@gmail.com
Department: Department of Educational Research
University: Center of Research and Advanced Studies of the National Polytechnic Institute, Mexico
Supervisor: Rosa Nidia Buenfil
Year of completion: In progress
Language of dissertation: Spanish

Keywords: Discursivity , Interculturality , Political Discourse , Basic education
Areas of Research: Communication, Knowledge and Culture , Conceptual and Terminological Analysis , Education


In Mexico, the intercultural debate is focused on indigenous people, their possibilities of expression in terms of equity, integration, appreciation of their traditions, tolerance, cultural diversity, and respect for human rights. The intercultural discourse is integrated by signifiers such as multiculturality, multiculturalism, interculturality, interculturalism, pluriculturality, pluriculturalism, multicultural education, intercultural education and the intercultural bilingual education.

The politics of basic education in Mexico highlights interculturality. My project identifies the conditions that allowed for the intercultural signifier to be installed in the politics of basic education in Mexico, the debates it generated, as well as the tendencies and approaches to interculturality between the presidencial period of Ernesto Zedillo (1994-2000) and Vicente Fox (2000-2006)

For this study, the Political Discourse Analysis (PDA) (Laclau & Mouffe, 1987) retrieves intellection tools particularly from the fields of political philosophy, psychoanalysis, historiography and political theory (Buenfil, 2011). This theoretical perspective allows us to “investigate the way in which social practices articulate and contest the discourses that constitute social reality” (Howarth, 2000, p. 4).

The analytical axes are:
1. Educational-Political, using a documentary analysis of basic education documents, and
2. Ontological-epistemological, with an emphasis on the conditions that made the intercultural signifier possible.

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