Literaturnachweis - Detailanzeige
Autor/inn/en | Regalsky, Pablo; Laurie, Nina |
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Titel | 'The school, whose place is this'? The deep structures of the hidden curriculum in indigenous education in Bolivia. |
Quelle | In: Comparative education, 43 (2007) 2, S. 231-251Infoseite zur Zeitschrift
PDF als Volltext |
Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0305-0068; 1360-0486 |
DOI | 10.1080/03050060701362482 |
Schlagwörter | Bildungspolitik; Schule; Heimlicher Lehrplan; Ländlicher Raum; Gemeinde (Kommune); Staat; Ethnische Gruppe; Indigenes Volk; Bolivien |
Abstract | In this paper the authors examine state and indigenous education in Bolivia. Focusing on debates about the hidden curriculum, they conceptualize the school as a political space where tensions between the overlapping jurisdictional powers of the hispanicizing state and indigenous authorities are played out. The analysis of these tensions highlights the contested way in which indigenous educational policy is negotiated in Bolivia and points to the importance of the deep structures of the hidden curriculum in constructing the school as a territorial authority and a site of struggle in indigenous communities. Using the communities of Raqaypampa, Cochabamba as a case study, the authors show how local struggles over indigenous education in the 1980s and 1990s became scaled up to influence national educational policy and donor intervention strategies in Bolivia. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2008/1 |