Migration and intercultural identity education: The case of indigenous students at the Autonomous Indigenous University of Mexico

Abstract

This article reflects on the relationships between migration, cultural identity, and intercultural education within the context of higher education for Indigenous migrant students at the Autonomous Indigenous University of Mexico (UAIM) in Sinaloa. The general objective was to elucidate the tensions and identity-related resistances experienced by Indigenous youth within the institution, from an educational and legal perspective, using a qualitative, documentary methodology. The findings reveal structural tensions between the institutional model of interculturality and Indigenous students. These structural tensions manifest as linguistic discrimination, symbolic exclusion, and normative obstacles. Indigenous students activate strategies of cultural resistance that allow for the reconfiguration of their identities. It is concluded that the UAIM represents a strategic space for the development of transformative intercultural education; its consolidation requires institutional policies consistent with legal frameworks and the cultural realities of Indigenous peoples.