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Drawing on my experience teaching in one of the last required Core Curricula in the United States, recent literature on indigenous people and indigeneity, and a remarkable text published in Brazil in 1937, this article considers the challenges and possibilities that arise when the European-U.S. canon is read and taught from a Latin American perspective. I place my findings in conversation with José Martí's anti-colonial perspective and Dipesh Chakrabarty's critique of postcolonial, both of whom, I argue, provide compelling but ultimately incomplete frameworks for a truly critical Latin Americanist reading of the canon and higher education in the U.S.
