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ERIC Number: EJ764023
Record Type: Journal
Publication Date: 2007-May
Pages: 21
Abstractor: Author
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0305-0068
"The School, Whose Place Is This"? The Deep Structures of the Hidden Curriculum in Indigenous Education in Bolivia
Regalsky, Pablo; Laurie, Nina
Comparative Education, v43 n2 p231-251 May 2007
In this paper we examine state and indigenous education in Bolivia. Focusing on debates about the hidden curriculum, we conceptualize the school as a political space where tensions between the overlapping jurisdictional powers of the hispanicizing state and indigenous authorities are played out. Our 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, we 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. (Contains 23 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bolivia