Multiculturalism and Representations of Indigenousness in the Bolivian Educational Reform
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Drawing upon ethnographic fieldwork, this paper examines the representation of indigenousness within the context of the Bolivian educational reform of 1994. During the reform era (1994-2005), Bolivian education made impressive strides in promoting multiculturalism, and educators advocated for the importance of valuing indigenous cultures and often championed their own roles in supporting the national goal of cultural equality. This paper argues, however, that the discourse and activities for valorizing indigenousness at the level of actual practice within schools tended to simplify indigenous cultures into their folkloric artifacts and romanticized indigenousness as socially static, traditional, and bound to rurality. Rather than understanding indigenous culture as flexible and dynamic, the discourse circulating within the school environment from both teachers and the government represented indigenousness as dichotomously opposed to nonindigenousness, modernity, and urban environments. Such restrictive portrayals served to set standards of behavior for indigenous people to reject the lure of the city and the corrupting influence of modernity in order to preserve their authentic indigenousness and the cultural diversity of the nation.
Abstract
Drawing upon ethnographic fieldwork, this paper examines the representation of indigenousness within the context of the Bolivian educational reform of 1994. During the reform era (1994-2005), Bolivian education made impressive strides in promoting multiculturalism, and educators advocated for the importance of valuing indigenous cultures and often championed their own roles in supporting the national goal of cultural equality. This paper argues, however, that the discourse and activities for valorizing indigenousness at the level of actual practice within schools tended to simplify indigenous cultures into their folkloric artifacts and romanticized indigenousness as socially static, traditional, and bound to rurality. Rather than understanding indigenous culture as flexible and dynamic, the discourse circulating within the school environment from both teachers and the government represented indigenousness as dichotomously opposed to nonindigenousness, modernity, and urban environments. Such restrictive portrayals served to set standards of behavior for indigenous people to reject the lure of the city and the corrupting influence of modernity in order to preserve their authentic indigenousness and the cultural diversity of the nation.
참고문헌 (22)
- Anderson, B., "Imagined Communities" (1993), Verso
- Appiah, K. A., "The Ethnics of Identity" (2005), Princeton University
- "The Case for Contamination" (2006)[URL]
- "The World Factbook: Bolivia"[URL]
- Fraser, N., "Justice Interruptus: Critical Reflections on the “Postsocialist” Condition" (1997), Routledge
- Garcia, M. E., "Making Indigenous Citizens: Identity, Development, and Multicultural Activism in Peru" (2005), Stanford University Press
- Gusfield, J. R., "Tradition and Modernity:Misplaced Polarities in the Study of Social Change", The American Journal of Sociology, 72(4), pp.351~362 (1967)
- Rethinking Indigenous Politics in the Era of the ‘Indio Permitido’, "Hale, C. R.", NACLA Report on the Americas, ~ (2004)
- INE(Instituto Nacional de Estadística), "Bolivia: características sociodemográficas de la población indígena, La Paz" (2003), Instituto Nacional de Estadística
- [URL]
- Klein, Herbert S., "A Concise History of Bolivia" (2003), Cambridge University Press
- Avelino Siñani, "Law Number 070, Law of Education", ~ (2010)
- "Law Number 1565, Law of Educational Reform", Republic of Bolivia, ~ (1994)
- Lipsky, M., "Street-Level Bureaucracy: Dilemmas of the Individual in Public Services" (1980), Russell Sage Foundation
- Lutz, C. A., "Reading National Geographic" (1993), The University of Chi-cago Press
- Luykx, A., "Gender Equity and Interculturalidad: the Dilemma in Bolivian Education", Journal of Latin American Anthropology, 5(2), pp.150~178 (2000)
- Miller, Francesca, "Latin American Women and the Search for Social Justice" (1991), Press of New England
- Postero, N. G., "Now We Are Citizens: Indigenous Politics in Postmulticultural Bolivia" (2007), Stanford University Press
- Povinelli, E. A., "The Cunning of Recognition: Indigenous Alterities and the Making of Australian Multiculturalism" (2002), Duke University Press
- Rudrappa, S., "Ethnic Routes to Becoming American: Indian Immigrants and the Cultures of Citizenship" (2004), Rutgers University Press
- Starn, O., "Missing the Revolution:Anthropologists and the War in Peru", Cultural Anthropology, 6(1), pp.63~91 (1991)
- UNDP(United Nations Development Programme), "Human Development Report 2004: Cultural Liberty in Today’s Diverse World" (2004), United Nations Development Programme Press