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The school in the Quechua and Aymara communities of highland Bolivia
ARTICLE

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International Journal of Educational Development Volume 15, Number 3 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

Drawing on field research, this paper examines the inherently ambiguous position of the teacher and the school in Quechua- and Aymara-speaking communities of highland Bolivia. The traditional school is not only a vehicle for hispanisation, but also plays a key role in encouraging social and cultural change. This feature comes to the fore during patriotic school-focused ceremonies that take place annually in the month of August. Discourse analysis of teachers' speeches is set in the context of a more general discussion of the varying attitudes towards school and schooling held by parents and teachers alike, and the paper will suggest a framework for interpretation of these variations in terms of socioeconomic, cultural and linguistic factors.

Citation

Howard-Malverde, R. & Canessa, A. The school in the Quechua and Aymara communities of highland Bolivia. International Journal of Educational Development, 15(3), 231-243. Elsevier Ltd. Retrieved October 21, 2019 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0738-0593(95)00012-R

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