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

Pablo Regalsky, Nina Laurie*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    15 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)231-251
    Number of pages21
    JournalComparative Education
    Volume43
    Issue number2
    DOIs
    Publication statusPublished - May 2007

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