El Hilo Que Nos Une A Nuestros Ancestros (The Thread That Unites Us To Our Ancestors)

This project this summer of 2025 in Guatemala, Revitalizing Maya Mam Language and Culture: Exploring Indigenous Maya Mam Pedagogies and Community Collaborations in San Juan Atitán, San Sebastián, Todos Santos Cuchumatanes, and Santiago Chimaltenango, aimed to examine Indigenous pedagogical practices, language transmission, and community-based educational strategies among Maya Mam teachers and students. Previous research has highlighted the importance of community, culture, and intergenerational transmission in Indigenous language revitalization, yet there is limited ethnographic work documenting these practices in the field. Using CLACS funding, I conducted site visits, interviews, and informal observations at local schools, including in two schools, engaging with teachers and students to document classroom activities, language use, and cultural expressions. Despite significant disruptions caused by a nationwide teachers’ strike, the project revealed the resilience of teachers and students, the critical role of cultural events in sustaining learning, and the active involvement of parents in supporting education. A key lesson learned is the importance of flexibility in research design during periods of social unrest and the need to center Indigenous perspectives when documenting pedagogical practices. The findings contribute to a deeper understanding of how Maya Mam language and culture are transmitted in contemporary educational settings and can be applied to implement or integrate new teaching strategies to support Mam students in the Oakland Unified School District and other areas where Mam students, parents, youth, and children gather. These insights offer valuable guidance for researchers, educators, and policymakers seeking to strengthen Indigenous language revitalization and culturally grounded pedagogy.