Education reform in Bolivia : Transitions toward which future?
(2012) In Research in Comparative and International Education 7(4). p.419-433- 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... (More)
- 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3809804
- author
- Arrueta, José Antonio and Avery, Helen LU
- organization
- publishing date
- 2012
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Bolivia, education, transitions, intercultural, intracultural, bilingual education, knowledge systems, indigenous peoples, educational reform, culture, participation
- in
- Research in Comparative and International Education
- volume
- 7
- issue
- 4
- pages
- 419 - 433
- publisher
- SAGE Publications
- external identifiers
-
- scopus:84875242042
- ISSN
- 1745-4999
- DOI
- 10.2304/rcie.2012.7.4.419
- language
- English
- LU publication?
- yes
- additional info
- The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: Arabic (015016005)
- id
- 7b0f1c64-3fd1-4879-983b-93d86849201b (old id 3809804)
- date added to LUP
- 2016-04-01 13:20:36
- date last changed
- 2023-09-02 22:28:51
@article{7b0f1c64-3fd1-4879-983b-93d86849201b,
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.}},
author = {{Arrueta, José Antonio and Avery, Helen}},
issn = {{1745-4999}},
keywords = {{Bolivia; education; transitions; intercultural; intracultural; bilingual education; knowledge systems; indigenous peoples; educational reform; culture; participation}},
language = {{eng}},
number = {{4}},
pages = {{419--433}},
publisher = {{SAGE Publications}},
series = {{Research in Comparative and International Education}},
title = {{Education reform in Bolivia : Transitions toward which future?}},
url = {{http://dx.doi.org/10.2304/rcie.2012.7.4.419}},
doi = {{10.2304/rcie.2012.7.4.419}},
volume = {{7}},
year = {{2012}},
}