As Sustainable curriculum we understand „living what we learn”, we will practice UN model for Global Curriculum & U School (MIT) methodologies for seeing and supporting ecosystems for learning. We build on the UN Decade of Indigenous Languages (2022-2032), to draw global attention in our local classrooms for the critical situation of many indigenous languages and to mobilize students as stakeholders and future resources for their preservation, revitalization and promotion.”

This program, hosted on the land of the University of Languages in Yucatan, aims to recover learning relations by embracing the power of social arts and Indigenous languages. Through a linguistic joruney drawing inspiration from the works of Quiara Alegría Hudes and Ingrid Rojas Contreras, we embark on a transformative social arts and aesthetic language to decolonize our wor(l)ds. 

The Opportunity is the the new “geography in our classrooms”: we have the “youngest planet” humanity has ever experienced.

A third of the world’s population is under 20 years old. And some countries are younger than others. In around 40 African countries, over 50% the population is under 20.

Learning Objectives

Explore the role of social arts and language in decolonizing learning relations and support 21st century transversal competence of multicultual intelligence. We practice rethinking humbelness of not knowing and respect towards the Indigenous hosts and their knowing systems.

Empower participants to reclaim their linguistic connections and reconnect with the wisdom of seeing their learning systems.  

Collaborate with traditional educators and local communities to foster a more inclusive and equitable learning landscapes, guided by the perspectives and guidance of the local Indigenous peoples

Develop a deeper awarness of the principles of decolonization and their application in the context of language and education, with an openness to learn from diverse Indigenous knowing principles