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New languages of the state : indigenous resurgence and the politics of knowledge in Bolivia / Bret Gustafson.


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Gustafson, Bret Darin, 1968-
Publication date:
Durham : Duke University Press, 2009.
  • Book
  • xx, 331 p. : ill., map ; 24 cm.
Includes bibliographical references (p. [303]-318) and index.
  • Contents-- About the Series-- Acknowledgments-- On Languages and Labels-- Acronyms Introduction: Ethnographic Articulations in an Age of Pachakuti-- Part 1. Resurgent Knowledge-- 1. Soldiers, Priests, and Schools: State Building in the Andes and the Guarani Frontier: Interlude: To Camiri-- 2. Guarani Scribes: Bilingual Education as Indigenous Resurgence: Interlude: To Itavera-- 3. Guarani Katui: Schooling, Knowledge, and Movement in Itavera-- Part 2. Transnational Articulations: Interlude: To La Paz, via Thailand-- 4. Network Articulations: EIB from Project to Policy: Interlude: Bolivia or Yugoslavia?-- 5. Prodding Nerves: Intercultural Disruption and Managerial Control-- Part 3. Return to Struggle: Interlude: La Indiada, como para Dar Miedo-- 6. Insurgent Citizenship: Interculturalism beyond the School: Interlude: Interculturalism to Decolonization-- 7. Shifting States Notes-- Glossary-- References-- Index.
  • (source: Nielsen Book Data)
Publisher's Summary:
During the mid-1990s, a bilingual intercultural education initiative was launched to promote the introduction of indigenous languages alongside Spanish in public elementary schools in Bolivia's indigenous regions. Bret Gustafson spent fourteen years studying and working in south-eastern Bolivia with the Guarani, who were at the vanguard of the movement for bilingual education. Drawing on his collaborative work with indigenous organizations and bilingual-education activists as well as more traditional ethnographic research, Gustafson traces two decades of indigenous resurgence and education politics in Bolivia, from the 1980s and through the election of Evo Morales in 2005. Bilingual education was a component of education reform linked to foreign-aid development mandates, and foreign aid workers figure in "New Languages of the State", as do teachers and their unions, transnational intellectual networks, and assertive indigenous political and intellectual movements across the Andes. Gustafson shows that bilingual education is about more than what goes on in classrooms. Public schools are at the centre of a broader battle over territory, power, and knowledge as indigenous movements across Latin America actively defend their languages and knowledge systems. In attempting to decolonize nation-states, the indigenous movements are challenging deep-rooted colonial racism and neoliberal reforms intended to mould public education to serve the market. Meanwhile, market reformers nominally embrace cultural pluralism while implementing political and economic policies that exacerbate inequality. Juxtaposing Guarani life, language, and activism with intimate portraits of reform politics among academics, bureaucrats, and others in and beyond La Paz, Gustafson illuminates the issues, strategic dilemmas, and imperfect alliances behind bilingual intercultural education.
(source: Nielsen Book Data)
Narrating native histories.

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