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

Lookup NU author(s): Pablo Regalsky, Professor Nina Laurie

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Abstract

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.

Publication metadata

Author(s): Regalsky P, Laurie N

Publication type: Article

Publication status: Published

Journal: Comparative Education

Year: 2007

Volume: 43

Issue: 2

Pages: 231-251

Print publication date: 01/05/2007

ISSN (print): 0305-0068

ISSN (electronic): 1360-0486

URL: http://dx.doi.org/10.1080/03050060701362482

DOI: 10.1080/03050060701362482

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