Restorative Linguistic Justice in Peruvian Education: The Case of Roldán Tumi Dësi and the Exclusion of Indigenous Students; [Justiça linguística restaurativa na educação peruana: o caso de Roldán Tumi Dësi e a exclusão de alunos indígenas]

Vigil-Oliveros N. · Revista Colombiana de Educacion (2026) · DOI: 10.17227/rce.num99-22808

Resumen

This article addresses the profound shortcomings of the Peruvian education system through the story of Roldán Tumi Dësi, an Indigenous youth who, despite completing his schooling in Spanish, entered university with very limited proficiency in the language. It explores the linguistic barriers faced by Indigenous students and critiques the lack of an educational approach that integrates Indigenous culture and language alongside Spanish as a second language, a situation that perpetuates inequality and marginalisation. Against this backdrop, the article introduces the concept of restorative linguistic justice as a category aimed at recognising and repairing the historical harms caused by forced assimilation, integrating symbolic, affective, and epistemic dimensions of reparation. Two central measures are proposed: the creation of a Commission for the Reparation of Linguistic Rights, and the key role of universities in recovering historical linguistic memory, actively promoting Indigenous languages, and building a more inclusive, equitable, and decolonising education. These proposals aim to lay the foundations for an education system that is more inclusive, intercultural, and equitable, advancing linguistic and social justice.

Instituciones: Universidad Nacional Mayor de San Marcos