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Helen Avery

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Education reform in Bolivia : Transitions toward which future?

Author

  • José Antonio Arrueta
  • Helen Avery

Summary, in English

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.

Department/s

  • Centre for Advanced Middle Eastern Studies
  • Arabic Studies
  • MECW: The Middle East in the Contemporary World

Publishing year

2012

Language

English

Pages

419-433

Publication/Series

Research in Comparative and International Education

Volume

7

Issue

4

Document type

Journal article

Publisher

SAGE Publications

Topic

  • Educational Sciences

Keywords

  • Bolivia
  • education
  • transitions
  • intercultural
  • intracultural
  • bilingual education
  • knowledge systems
  • indigenous peoples
  • educational reform
  • culture
  • participation

Status

Published

ISBN/ISSN/Other

  • ISSN: 1745-4999