ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book examines the intensity of educational policies in the making-up of "indigenous" peoples, as an attempt to interrogate the emergent logic of "the Indian problem" salient in the late 1800s and early 1900s in Guatemala. It traces the heritages of language and how they became pivotal to curriculum, teacher education, and "indigenous" making. The book engages with linguistics, linguistic activities, and production in relation to and with education. It takes up anthropology, its experts, institutions, and the production of what is "indigenous", which runs through a real series of ideas and actual things. The book also traces the multiple impulses in attempting to "reform" teacher education throughout the twentieth and twenty-first centuries. It also examines more overtly the pedagogical knowledges in conversation with linguistic and anthropological knowledges.
