To be Indigenous is to be la luz del mundo, to stand in your light and spread your sunrays, no matter winds or clouds of colonization that strive to dim you. This qualitative study explored ways Indigenous Latine families negotiate a sense of place within onto-epistemological realities and their home culture of learning and Western education. This research is desire-based (Eve Tuck, 2009), creating our own project of modernity, grounded in one Indigenous family’s experience within their Andean community. Drawing from Critical Latine Indigeneities Framework (Blackwell et al., 2017) and Chicana Feminist Epistemologies (Bernal, 1998), using an Entre Mundos methodology, this study centers Indigenous Latine narraciones orales and testimonios through poetic inquiry to sit and learn within the constellation of Indigenous Latine families’ comunidad de saberes (Urrieta, 2013). Learnings emerging from this study sit in an understanding of No es Saber, es Sentir. To be Indigenous is to embody Watjimanta Kawsayninchista Uqharikapuy that is ancestral, spiritual, and relationship driven, living with, not over other beings. Contending colonial forces rooted in onto-epistemological conflicts is to be in a state of pachakuti, renewal, where Indigenous families find themselves in chi’xi (Cusicanqui, 2012), a powerful place of transformation and possibility; Nitaj Ancha Jatun, Nitaj Ancha Juchuy responds to the tension of chi’xi, grounding them in their ancestral knowings. Sitting in pockets of grandmothers, and stories of los abuelos, this study is about epistemic resistance, claims resurgence and offers more beauty to the world, on its own terms.
","abstract_html":"<p>To be Indigenous is to be la luz del mundo, to stand in your light and spread your sunrays, no matter winds or clouds of colonization that strive to dim you. This qualitative study explored ways Indigenous Latine families negotiate a sense of place within onto-epistemological realities and their home culture of learning and Western education. This research is desire-based (Eve Tuck, 2009), creating our own project of modernity, grounded in one Indigenous family’s experience within their Andean community. Drawing from Critical Latine Indigeneities Framework (Blackwell et al., 2017) and Chicana Feminist Epistemologies (Bernal, 1998), using an Entre Mundos methodology, this study centers Indigenous Latine narraciones orales and testimonios through poetic inquiry to sit and learn within the constellation of Indigenous Latine families’ comunidad de saberes (Urrieta, 2013). Learnings emerging from this study sit in an understanding of No es Saber, es Sentir. To be Indigenous is to embody Watjimanta Kawsayninchista Uqharikapuy that is ancestral, spiritual, and relationship driven, living with, not over other beings. Contending colonial forces rooted in onto-epistemological conflicts is to be in a state of pachakuti, renewal, where Indigenous families find themselves in chi’xi (Cusicanqui, 2012), a powerful place of transformation and possibility; Nitaj Ancha Jatun, Nitaj Ancha Juchuy responds to the tension of chi’xi, grounding them in their ancestral knowings. Sitting in pockets of grandmothers, and stories of los abuelos, this study is about epistemic resistance, claims resurgence and offers more beauty to the world, on its own terms.</p>","abstract_has_math":false,"creators":["Marañón Davis, Ymasumac"],"institution":null,"degree_name":"PhD Education for Social Justice","degree_level":"Dissertation: Open Access","degree_discipline":"Learning and Teaching","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-05-01T07:00:00Z","date_published":"2025-05-01T07:00:00Z","updated_at":"2026-07-24T05:41:20Z","subjects":["Critical Indigenous studies","Decolonial methodologies","Latine","Global South","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Community-Based Learning","Community-Based Research","Contemplative Education","Educational Sociology","Ethnic Studies","Holistic Education","Indigenous Education","Indigenous Studies","Inequality and Stratification","Latin American Languages and Societies","Latina/o Studies","Native American Studies","Other Arts and Humanities","Poetry","Race and Ethnicity","Race, Ethnicity and Post-Colonial Studies","Scholarship of Teaching and Learning","Social Justice"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/1046","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Marañón Davis, Ymasumac"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-04-21T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Learning and Teaching"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Education for Social Justice"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Critical Indigenous studies","Decolonial methodologies","Latine","Global South","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Community-Based Learning","Community-Based Research","Contemplative Education","Educational Sociology","Ethnic Studies","Holistic Education","Indigenous Education","Indigenous Studies","Inequality and Stratification","Latin American Languages and Societies","Latina/o Studies","Native American Studies","Other Arts and Humanities","Poetry","Race and Ethnicity","Race, Ethnicity and Post-Colonial Studies","Scholarship of Teaching and Learning","Social Justice"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/1046"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["To be Indigenous is to be la luz del mundo, to stand in your light and spread your sunrays, no matter winds or clouds of colonization that strive to dim you. This qualitative study explored ways Indigenous Latine families negotiate a sense of place within onto-epistemological realities and their home culture of learning and Western education. This research is desire-based (Eve Tuck, 2009), creating our own project of modernity, grounded in one Indigenous family’s experience within their Andean community. Drawing from Critical Latine Indigeneities Framework (Blackwell et al., 2017) and Chicana Feminist Epistemologies (Bernal, 1998), using an Entre Mundos methodology, this study centers Indigenous Latine narraciones orales and testimonios through poetic inquiry to sit and learn within the constellation of Indigenous Latine families’ comunidad de saberes (Urrieta, 2013). Learnings emerging from this study sit in an understanding of No es Saber, es Sentir. To be Indigenous is to embody Watjimanta Kawsayninchista Uqharikapuy that is ancestral, spiritual, and relationship driven, living with, not over other beings. Contending colonial forces rooted in onto-epistemological conflicts is to be in a state of pachakuti, renewal, where Indigenous families find themselves in chi’xi (Cusicanqui, 2012), a powerful place of transformation and possibility; Nitaj Ancha Jatun, Nitaj Ancha Juchuy responds to the tension of chi’xi, grounding them in their ancestral knowings. Sitting in pockets of grandmothers, and stories of los abuelos, this study is about epistemic resistance, claims resurgence and offers more beauty to the world, on its own terms.
"]},{"key":"dc:title","label":"Title","values":["Famílias Indigenas Entre Mundos: Standing in Pachakuti, Living in Chi’xi Within the Constellation of Their Comunidad de Saberes"]}]}],"canonical_facts":{"dc:creator":["Marañón Davis, Ymasumac"],"dc:date.available":["2025-04-21T07:00:00Z"],"dc:description.abstract":["To be Indigenous is to be la luz del mundo, to stand in your light and spread your sunrays, no matter winds or clouds of colonization that strive to dim you. This qualitative study explored ways Indigenous Latine families negotiate a sense of place within onto-epistemological realities and their home culture of learning and Western education. This research is desire-based (Eve Tuck, 2009), creating our own project of modernity, grounded in one Indigenous family’s experience within their Andean community. Drawing from Critical Latine Indigeneities Framework (Blackwell et al., 2017) and Chicana Feminist Epistemologies (Bernal, 1998), using an Entre Mundos methodology, this study centers Indigenous Latine narraciones orales and testimonios through poetic inquiry to sit and learn within the constellation of Indigenous Latine families’ comunidad de saberes (Urrieta, 2013). Learnings emerging from this study sit in an understanding of No es Saber, es Sentir. To be Indigenous is to embody Watjimanta Kawsayninchista Uqharikapuy that is ancestral, spiritual, and relationship driven, living with, not over other beings. Contending colonial forces rooted in onto-epistemological conflicts is to be in a state of pachakuti, renewal, where Indigenous families find themselves in chi’xi (Cusicanqui, 2012), a powerful place of transformation and possibility; Nitaj Ancha Jatun, Nitaj Ancha Juchuy responds to the tension of chi’xi, grounding them in their ancestral knowings. Sitting in pockets of grandmothers, and stories of los abuelos, this study is about epistemic resistance, claims resurgence and offers more beauty to the world, on its own terms.
"],"dc:identifier":["https://digital.sandiego.edu/dissertations/1046"],"dc:subject":["Critical Indigenous studies","Decolonial methodologies","Latine","Global South","Bilingual, Multilingual, and Multicultural Education","Chicana/o Studies","Community-Based Learning","Community-Based Research","Contemplative Education","Educational Sociology","Ethnic Studies","Holistic Education","Indigenous Education","Indigenous Studies","Inequality and Stratification","Latin American Languages and Societies","Latina/o Studies","Native American Studies","Other Arts and Humanities","Poetry","Race and Ethnicity","Race, Ethnicity and Post-Colonial Studies","Scholarship of Teaching and Learning","Social Justice"],"dc:title":["Famílias Indigenas Entre Mundos: Standing in Pachakuti, Living in Chi’xi Within the Constellation of Their Comunidad de Saberes"],"thesis:degree_discipline":["Learning and Teaching"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["PhD Education for Social Justice"]},"updated_at":"2026-07-24T05:41:20Z"}