'The school, whose place is this'? The deep structures of the hidden curriculum in indigenous education in Bolivia.

Autor/inn/en	Regalsky, Pablo; Laurie, Nina
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 Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0305-0068; 1360-0486
DOI	10.1080/03050060701362482
Schlagwörter	Bildungspolitik; Bolivien; Ländlicher Raum; Schule; Staat; Bildungspolitik; Ethnische Gruppe; Indigenes Volk; Heimlicher Lehrplan; 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