Reviving Indigenous Wisdom: A Comparative Analysis of Maya and Native American Education in Guatemala and North America

This article examines the enduring colonial legacies in the education systems of Guatemala and North America (the United States and Canada), by focusing on how these systems have historically marginalized Indigenous cultures. This article highlights ways in which colonial educational structures maintain power imbalances and often neglect or minimize Indigenous knowledge and perspectives. The work then delves into the concept of resistance, focusing on the transformative potential of decolonization and the pivotal movements spearheaded by Indigenous communities. It outlines a call for educators to prioritize mutual respect and reciprocity in pedagogy. By exploring key concepts in Indigenous cultures, the paper concludes by suggesting the need for organizational structures in higher education which include First Nations principles, because of their potential to foster inclusive, collaborative, and equitable learning environments.