This article is a personal reflection about the acknowledgement of my "taken-for-granted frames of reference" (Mezirow, 2003, p. 59), which were replicating the hegemonic narrative I grew up surrounded by as a white, Mexican, Spanish-speaker; while hindering a more thorough understanding of the educational and linguistic topics that interested me. Drawing from the work of North American and Latin American, Indigenous and non-Indigenous, scholars working in the fields of language revitalization and Indigenous knowledge, I provide a personal introduction and link my language learning and teaching experiences to my professional interest in Spanish-Yucatec Maya bilingualism of undergraduate Maya students of my region while beginning to outline my presence as a non-Indigenous emerging researcher working with Indigenous students.