Teachers in a Bolivian Context of Conflict: Potential Actors for or against Change?

Autor/in	Lopes Cardozo, Mieke T. A.
Titel	Teachers in a Bolivian Context of Conflict: Potential Actors for or against Change?
Quelle	In: Globalisation, Societies and Education, 7 (2009) 4, S.409-432 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
Schlagwörter	Rural Schools; Educational Theories; Conflict; Foreign Countries; Politics of Education; Teaching Methods; Teacher Education; Nationalism; Poverty; History; Racial Discrimination; Indigenous Populations; Violence; Teacher Role; Urban Schools; Critical Theory; Peace; Educational Practices; Educational Change; Social Change; Bolivia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Educational theory; Theory of education; Bildungstheorie; Konflikt; Ausland; Educational policy; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Nationalismus; Armut; Geschichte; Geschichtsdarstellung; Racial bias; Rassismus; Sinti und Roma; Gewalt; Lehrerrolle; Urban area; Urban areas; Stadtregion; Stadt; Kritische Theorie; Frieden; Bildungspraxis; Bildungsreform; Sozialer Wandel; Bolivien
Abstract	In response to exclusionary globalisation processes, Bolivia forms part of a wider Latin American return to regionalism and nationalism. With the indigenous president Morales, Bolivia distances itself from "imposed" neoliberal policies, aiming instead for "dignity and decolonisation". The Bolivian conflict is characterised by historical processes of poverty and inequality, discrimination and exclusion, a regional autonomy struggle linked to separatist discourses and identity politics, mistrust in the state and between societal groups and a tradition of (violent) popular pressure methods. Both urban and rural teachers play crucial roles in these processes of conflict. Drawing on insights from critical educational theories and the strategic relational approach, the paper analyses the possibilities and challenges Bolivian teachers face in changing this context of continuing tensions, discrimination and instability. It presents an analysis of teachers' complex identities, motivations and possible role as actors for or against change towards a just and peaceful society. (Contains 21 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10