ERIC Number: EJ977886
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 52
Transforming Pre-Service Teacher Education in Bolivia: From Indigenous Denial to Decolonisation?
Lopes Cardozo, Mieke T. A.
Compare: A Journal of Comparative and International Education, v42 n5 p751-772 2012
In line with a broader Latin American turn to the left, since 2006 Bolivia's "politics of change" of president Evo Morales includes a new "decolonising" education reform called "Avelino Sinani Elizardo Perez" (ASEP). With the aim to break down deep historical processes of indigenous denial and exclusion in education, this "revolutionary reform" envisions a radical restructuring of Bolivian society and a revaluation of indigenous epistemological, cultural and linguistic heritage through education. Inspired by Latin America debates on coloniality theory and theories of alternative knowledges, and geared towards broader socio-political processes of social justice, Bolivia's envisaged education transformation is built around four pillars, being: (1) decolonization, (2) intra- and inter-culturalism together with plurilingualism, (3) productive education and (4) communitarian education. The transformation of pre-service teacher education in Bolivia's "Normales" is seen as a crucial step in these processes of socio-educational change. This paper particularly focuses on the ways in which the new ASEP Reforms' first two pillars of decolonisation and inter-/intracultural education apply to pre-service teacher education and how these discourses for change stand in contrast to various implementation challenges in the teacher education sector, including: a lack of conceptual clarity and information sharing with educators, long and complex processes of a negotiated teacher education curriculum and a general shortage of both teacher trainers' and future teachers' indigenous language skills. While Bolivia's new decolonising education reform is contested by various educational actors, the paper also highlights how the changed socio-political make-up helps to fuel future teachers' indigenous self-identification, cultural recognition and pluri-linguistic potentials. (Contains 8 notes.)
Descriptors: Social Justice, Preservice Teacher Education, Teacher Education Curriculum, American Indians, Educational Change, Foreign Countries, Language Skills, Latin Americans, Politics, Social Change, Epistemology, American Indian Culture, American Indian Languages, Indigenous Knowledge, Multilingualism, Self Concept, Second Language Instruction, Second Language Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Bolivia