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Society for Linguistic Anthropology
Oral Presentation Session
Claudia Harriss
Instituto Nacional de Antropología e Historia
In the Guarijío region of Chihuahua, the arrival of Indigenous education (in Spanish) began in 1975. This was devised from Mexican State policies of linguistic and cultural integration and involved greater social contact between Spanish and Native Guarijío speakers. On one hand, there were the powerful factions of the local political economy that associated the dominant language -Spanish- with "development" processes and on the other, the Guarijío speaking children and parents who maintained their own varied ideas regarding the exclusive use of Spanish in schools. The presence of formal education has enabled language displacement, in addition to creating conflicts, negotiations, and other expressions of resistance among different social sectors. In the long run, this exacerbated discriminatory practices against Indigenous people and facilitated a failed policy and an unequal social integration. To understand these different processes and ideologies, this paper represents developing research in recognition of the ideas and teachings of Jane H. Hill mainly, the methodology of linguistic anthropology and fieldwork from a perspective of linguistic ideology, which combined allow greater understanding of complex social manifestations and dynamics involved in contact between languages.