Living Roots: Rediscovering Our Cultural Identity
Our present is the result of a combination of past events and values we share. We cannot fully understand who we are today or where we are going without at least knowing and valuing who we were. This underscores the urgency of incorporating the knowledge and appreciation of our cultural heritage into education. In a modern context where education is often inspired by Eurocentric and Western ideas, it is crucial to reconnect with the culture of our ancestors. UNESCO calls this the "cultural potential" that enables the transmission of values related to citizenship, sustainable development, solidarity, and respect for traditions and cultures through a conscious effort to share experiences and knowledge across generations.
A Unique Educational Context
Our student community is distinct from those in central and southern Mexico. We are based in Monterrey, a northeastern city neighboring San Pedro, the wealthiest city in Latin America, and just an hour from the U.S. border. Over 80% of our student body comes from private schools where priority is given to learning English, European history, and experiencing celebrations such as Thanksgiving and Halloween. Consequently, many students are largely unaware of Mexico's rich and diverse cultural heritage.
This gap has prompted us to seek celebrations that allow students to reconnect with their roots. One of the most traditional days in Mexican culture is Día de Muertos (Day of the Dead), celebrated each November 2nd. However, this tradition is often overshadowed by Halloween, with students’ only references coming from the popular Disney and Pixar film Coco. For many, this tradition is not part of their heritage but rather a product of an international animation studio. Mexican history and folklore are often set aside, ignored or, in the worst cases, rejected in favor of their American or European counterparts. This begs the question: How can we help our students reclaim these traditions and make them their own?
Altars, Graves, and Día de Muertos Celebrations
Recognizing this challenge, the Social Sciences, Humanities, and Spanish department at PrepaTec Eugenio Garza Sada in Monterrey, in collaboration with the school’s Art and Culture department, has organized a Día de Muertos celebration for nearly a decade. First- and second-year students participate in various activities designed to push them out of their comfort zones through challenging projects, creating memorable experiences that bring them closer to Mexican culture, history, and traditions while fostering a connection to their identity and cultural heritage.
First-year students (10th grade) research the origins and meaning of Día de Muertos, emphasizing its ties to Mexico’s colonial history and mestizo traditions. Each group then designs, builds, and assembles a tomb or altar inspired by a historical figure or a Mexican state. This project turns students into experts on the traditions, ecosystems, culinary richness, crafts, architecture, and particularities of a region in Mexico.
The activity is both challenging and rewarding. Not only must students incorporate all the traditional elements of an altar—such as flowers, food, candles, and mementos used to honor the dead on November 2nd—but they must also adapt these to the aesthetics and specific characteristics of their assigned figure or region. After conducting research, drafting designs, procuring materials, and navigating unexpected challenges, students culminate the activity with a vibrant cemetery adorned with candles, papel picado (cut paper), the scents of copal incense and cempasúchil (marigolds), and a variety of regional dishes that many students never encountered before this project.
Artistic Workshops and the Challenge of Folk Dance
Second-year students (11th grade) spend a semester engaging in an artistic skill that connects them with an aspect of Mexican culture, such as painting, film, sculpture, theater, or dance. Their work culminates in a final presentation during the Día de Muertos celebration.
In the folk dance workshop, students begin by learning what folklore is, how it is constructed, and why it is essential to know and promote it as part of their cultural identity. They explore various regional expressions of folklore, both theoretically and practically. Given Mexico's vast cultural diversity, the workshop aims to focus on regions students rarely encounter or show interest in on their own.
By this stage, students are already aware of the biases and lack of knowledge they held at the outset. Many begin to appreciate and value Mexican folklore. They then rehearse a choreography aligned with the annual theme of the Día de Muertos celebration. Traditional dances centered on death, such as “Xantolo” from the Huasteca Potosina or “La Bruja” from the Sotavento region of Veracruz, are commonly selected.
Preparing and performing folkloric dances with students who have never danced before—let alone performed in front of an audience—is demanding but deeply impactful. On November 2nd, students dressed in traditional attire take the stage, nervous yet determined, to perform the choreography they’ve been practicing for weeks. The deafening cheers and applause from their peers make the experience immensely rewarding for both performers and their audience.
When they leave the stage, adrenaline lingers for hours. Their sense of cultural pride and belonging transforms. Some become regular attendees of folkloric performances and cultural traditions; others fondly recall their experience whenever they encounter similar demonstrations during family travels. A select few even continue dancing throughout their academic and professional lives.
How to Start
If you are considering implementing a similar project in your educational community, we have identified key practices that helped improve our Día de Muertos celebration over the years. You don’t need to be an expert on the subject or belong to the culture you’re exploring. What matters is empowering students to appreciate the cultural richness of their community. As educators, we serve as guides and supporters, fostering a respectful space for diversity. Here are some starting points that can be adapted to your context and resources:
Create a challenging, well-planned project. Meaningful projects should extend beyond immediate execution, fostering skills like organization, creativity, and time management. At our Día de Muertos event, students face the challenge of designing altars or artistic presentations that require weeks of planning, from research and sketching to material gathering and final execution.
Research local cultures and consult experts. In a culturally rich and diverse country like Mexico, each community has unique traditions that students often know little about. Encourage thorough research to ensure respect for the culture represented, avoiding stereotypes or discriminatory narratives.
Push students out of their comfort zones. Learning becomes most impactful when students tackle challenges that stretch their abilities. Though these activities may initially provoke resistance, the final outcomes are sources of pride and growth.
Involve the community in the event. When students learn that their work will be showcased to families, peers, and the public, their commitment grows significantly. The task transcends classroom boundaries, giving their efforts purpose and strengthening their self-esteem.
In a world that prizes immediacy and innovation, it is easy to overlook the value of cultural heritage. While staying at the forefront of technology is crucial, we must not neglect the lessons our past holds. Year after year, our school creates memorable Día de Muertos experiences, fostering collaboration, resilience, and a deeper connection to cultural traditions. Our roots, heritage, and culture have much to teach us, and it is essential to carve out space for them in both the classroom and beyond.
Inés de la Peña - Inés is a high school teacher and freelance translator whose passion for art, literature, and the rich cultural heritage of Latin America inspires every aspect of her teaching. She mentors the student chapter of the National English Honor Society. With a creative and interdisciplinary approach, she incorporates these themes into her classes, striving to connect the region's stories and traditions with the contemporary challenges and perspectives of her students.
Carmen Tijerina - For over 10 years, Carmen has dedicated her work to shaping young people with artistic sensitivity and global awareness. Her love for folkloric dance and Mexican traditions has led her to combine the richness of our roots with multicultural education, creating experiences that connect her students with their identity and the world. Convinced that art and culture are powerful tools for learning, she integrates these passions into projects that foster critical thinking, empathy, and social engagement.
Jesé Avendaño - Jesé is the director of the Bicultural Program at PrepaTec Eugenio Garza Sada in Monterrey, Nuevo León, Mexico, where he teaches subjects focused on art, literature, and film. He strives to ensure that his students' projects, such as fiction and documentary short films, transcend the classroom and are showcased in meaningful spaces such as museums. His approach empowers young people to believe in the power of their ideas and to understand that art and creativity can change society.