Education Reform in Bolivia: Transitions towards Which Future?

Autor/inn/en	Arrueta, Jose Antonio; Avery, Helen
Titel	Education Reform in Bolivia: Transitions towards Which Future?
Quelle	In: Research in Comparative and International Education, 7 (2012) 4, S.419-433 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2012.7.4.419
Schlagwörter	Bilingual Education; Foreign Countries; Educational Change; Cultural Capital; Change Strategies; Social Influences; Educational Assessment; Educational Indicators; Individual Development; Intercultural Programs; Multicultural Education; Educational Policy; Program Implementation; Cultural Influences; Political Influences; Cultural Differences; Program Effectiveness; Performance Factors; Global Approach; Developmental Studies Programs; Transitional Programs; Politics of Education; Bolivia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Ausland; Bildungsreform; Lösungsstrategie; Sozialer Einfluss; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Individuelle Entwicklung; Multikulturelle Erziehung; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Kultureller Unterschied; Leistungsindikator; Globales Denken; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Educational policy; Bolivien
Abstract	This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10