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From Christopher Columbus to Evo Morales : indigenous exclusion and inclusion in urban education in El Alto, Bolivia

Hagli, Mari Tørå
Master thesis
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URI
https://hdl.handle.net/10642/627
Date
2009
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  • LUI - Master i International education and development [102]
Abstract
This thesis looks into the educational system in Bolivia, with a main focus on the implementation of

intercultural and bilingual education (EIB) in the urban areas. According to the current educational

reform from 1994, Reforma Educativa, the education in the country is supposed to be intercultural

and bilingual; however, little progress has been done to achieve this in the urban schools. The

reasons for this are many, and there seemed to be a combination between a vague reform, a

misconception of intercultural and bilingual education being meant for rural schools only, lack of

competence and commitment from the teachers and resistance from the parents.

Consequently, in the migrant city of El Alto, Aymara children do not receive the education they are

entitled to. Moreover, they are deprived of their indigenous language, culture and traditions, both in

the school and, for many, in the homes. The result is an already observable language and cultural

shift among the migrant population. Another consequence is that the castellanización or forced

assimilation process towards the indigenous groups continues through alienation and exclusion of

their language, culture, history and knowledge. In addition, the learners seem to be victims of an

oppressive, monolingual and monocultural education where they learn to listen and repeat the

teachers‘ ―Truth‖, rather than discuss and think critically.

However, the table seems to be turning. Bolivia, under the new president Evo Morales, is trying to

challenge the Western hegemony in the country, through a counter-hegemonic educational reform

that reinforces the aims to decolonize the Bolivians and re-dignify the language, culture and

knowledge of the country‘s indigenous population. Moreover, Morales appears to be a long

anticipated role model for young, urban Aymaras who grow up in alienating, Westernized

surroundings with adults who distance themselves from their indigenous background. The Evo

effect is both causing conflicts and tension, but also hope and pride among the young Aymara

generation that now challenges 500 years of oppression and silence by speaking up and preparing

for an education for liberation rather than oppression.
Description
Master i flerkulturell og internasjonal utdanning
Publisher
Høgskolen i Oslo. Avdeling for lærerutdanning og internasjonale studier

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