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