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Education reform in...
Education reform in Bolivia : Transitions toward which future?
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- Arrueta, José Antonio (författare)
- Universidad Mayor de San Simon,UMSS Cochabamba,Proeib Andes
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- Avery, Helen (författare)
- Jönköping University,Lund University,Lunds universitet,Arabiska,Avdelningen för arabiska, hebreiska och mellanösternstudier,Sektion 5,Språk- och litteraturcentrum,Institutioner,Humanistiska och teologiska fakulteterna,Centrum för Mellanösternstudier (CMES),Samhällsvetenskapliga institutioner och centrumbildningar,Samhällsvetenskapliga fakulteten,Arabic Studies,Division of Arabic Studies, Hebrew, and Middle Eastern Studies,Section 5,Centre for Languages and Literature,Departments,Joint Faculties of Humanities and Theology,Centre for Advanced Middle Eastern Studies (CMES),Departments of Administrative, Economic and Social Sciences,Faculty of Social Sciences,HLK, Ämnesforskning,media language and culture
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(creator_code:org_t)
- 2012-01-01
- 2012
- Engelska.
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Ingår i: Research in Comparative and International Education. - Oxford : SAGE Publications. - 1745-4999. ; 7:4, s. 419-433
- Relaterad länk:
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http://dx.doi.org/10... (free)
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https://lup.lub.lu.s...
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https://doi.org/10.2...
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https://urn.kb.se/re...
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Abstract
Ämnesord
Stäng
- 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.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- Bolivia
- education
- transitions
- intercultural
- intracultural
- bilingual education
- knowledge systems
- indigenous peoples
- educational reform
- culture
- participation
- Bolivia
Publikations- och innehållstyp
- art (ämneskategori)
- ref (ämneskategori)
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