Decolonizing the Curriculum through Participatory Action Research: The Case of the Bachelor’s Degree in Language Teaching at the Benito Juárez Autonomous University of Oaxaca (UABJO)

This article documents preliminary findings from a participatory action research (PAR) project undertaken to reform the curriculum of the bachelor’s degree in Language Teaching at the “Benito Juárez” Autonomous University of Oaxaca (UABJO). This reform centers the experiential knowledge and leadership of its primary stakeholders, the faculty, while also incorporating the voices of students, alumni, and employers. The article describes the collaborative process of listening, analysis, discussion, and construction carried out over a 16-month timeframe. Although the resulting curriculum remains a work in progress, it represents significant advances in both relevance and alignment with the needs of its academic community. The findings underscore the complexity of collaborative processes and the contested nature of curriculum design itself, while also highlighting the transformative potential of a curriculum shaped by those who bring it to life.