ABSTRACT This article analyses the positioning of educational inclusion in Mexican educational policy following the Educational Reform of 2013; it proposes the displacement of bilingual intercultural education in the indigenous education subsystem. Inclusion is the main emerging category that was identified in the discourse of educational policy documents as well as in interviews and focus groups with teachers working in the indigenous subsystem and government officials working in the education sector at state and federal levels. This category has been displacing interculturality with visible effects in areas such as the definition of beneficiaries, project budgets, opportunities for initial and continuous teacher training, etcetera. Four suppositions are derived from the analysis of these discourses, which impact and reorientate indigenous education and the bilingual focus associated with this subsystem, suggesting its disappearance.

中文翻译：

---

包容不是跨文化：假设取代墨西哥的土著教育

摘要 本文分析了 2013 年教育改革后教育包容在墨西哥教育政策中的定位；它建议在土著教育子系统中取代双语跨文化教育。包容性是主要的新兴类别，在教育政策文件的论述以及与在土著子系统工作的教师和在州和联邦各级教育部门工作的政府官员的访谈和焦点小组中被确定。这一类别已经在诸如受益人定义、项目预算、初始和持续教师培训机会等方面以明显的影响取代了跨文化性。对这些话语的分析得出了四个假设，