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Proof of an Increased Ability on the Part of the State to Make Good on Its Promises UvA-DARE (Digital Academic Repository) The clamor for schools: Indigenous communities, the state, and the development in indigenous education in Bolivia, 1900-1952 Brienen, M.W. Publication date 2011 Document Version Final published version Link to publication Citation for published version (APA): Brienen, M. W. (2011). The clamor for schools: Indigenous communities, the state, and the development in indigenous education in Bolivia, 1900-1952. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:04 Oct 2021 The Clamor for Schools: Indigenous Communities, the State, and the Development of Indigenous Education in Bolivia, 1900–1952 ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad van doctor aan de Universiteit van Amsterdam op gezag van de Rector Magnificus prof. dr. D.C. van den Boom ten overstaan van een door het college voor promoties ingestelde commissie, in het openbaar te verdedigen in de Agnietenkapel op maandag 12 december 2011, te 14:00 uur door Marten Willem Brienen Geboren te Utrecht Promotiecommissie Promotor: Prof. dr. J.M. Baud Overige leden: Prof. dr. H.W. van Schendel Prof. dr. C.G. Koonings Prof. dr. W.F.H. Adelaar Dr. M. Irurozqui Victoriano Dr. A.J. Salman Faculteit der Maatschappij- en Gedragswetenschappen Acknowledgements This work took significantly longer than I had anticipated, largely because life intervened. I owe a tremendous debt of gratitude to my advisor, Michiel Baud, as well as to my abnormally patient wife, Rebecca Parker Brienen. Their tolerance for delay, it seems, knows no bounds. I would also like to acknowledge Eugenia Bridikhina of the Archivo de La Paz for allowing me to sort through the bags of volumes of the Ministry of Education. Furthermore, I would like to thank Edmund Abaka, Rebecca Biron, and Traci Ardren for their faith in me and their continuing support. Lastly, I would like to acknowledge the now defunct School for African, Asian, and Amerindian Studies (CNWS) for its financial and intangible support. 1 Table of Contents Acknowledgements ................................................................................................1 Table of Contents ...................................................................................................2 Table of Figures......................................................................................................4 Introduction............................................................................................................6 A Dark Age in Educational Reformism...............................................................6 Prejudice Made Brick and Mortar......................................................................12 Framing Indigenous Education..........................................................................20 Regarding Indigenous Education.......................................................................27 Problematizing Indigenous Education ...............................................................33 Making the Case for Education..........................................................................37 Organization.......................................................................................................41 Chapter I: The Prehistory of Bolivian Indigenous Education.........................45 Neither Real nor Serious....................................................................................45 A Grand Design .................................................................................................50 An Incontinence of Reformism..........................................................................54 The Birth of the Indigenous School...................................................................59 Wouldacouldashoulda........................................................................................63 A Weak State .....................................................................................................72 Chapter II: The More Things Change...............................................................76 The Significance of Liberalism..........................................................................76 The Invention of the Indigenous School............................................................80 Reconsidering Liberal Reformism.....................................................................90 The Re-Creation of Institutional Chaos ...........................................................100 The More They Stay the Same.........................................................................107 Chapter III: Chaos Reigns, The State of Education Prior to 1931 ...............110 A Blind Spot ....................................................................................................110 Remarkably Unremarkable ..............................................................................112 A Quiet Revolution..........................................................................................121 A Rather Confusing Numbers Game ...............................................................131 Change without Reform...................................................................................138 Chapter IV: The Dawn of the Age of Warisata ..............................................145 2 THE CLAMOR FOR SCHOOLS The Symbolism of Warisata.............................................................................145 Changing Attitudes ..........................................................................................153 Old Problems ...................................................................................................166 An Official School ...........................................................................................170 The Theory of Warisata ...................................................................................175 True Innovation................................................................................................187 Not What It Seems...........................................................................................193 Chapter V: The Nuclear Age Begins................................................................198 The Legacy of Warisata...................................................................................198 A “New Bolivia” Indeed..................................................................................201 Military Socialism and Education....................................................................210 The Expansion of the Núcleos .........................................................................217 The Deadliest Núcleos .....................................................................................222 The State of Education.....................................................................................228 The Expanded Reach of the State ....................................................................236 Order out of Chaos...........................................................................................244 Chapter VI: Internationalization .....................................................................249 A Verdant Wasteland: 1940–1952...................................................................249 A Deconstruction of the Destruction of Warisata............................................252 The Rule of the CNE: Informed Continuity and Subtle Change .....................261 The Americans Are Coming ............................................................................277 Competing Indian Policies...............................................................................293 The Progress of the Schools By 1952 ..............................................................298 Conclusion ..........................................................................................................307 The Dawn of the Revolution............................................................................307 The Weak State................................................................................................310 Indigenous Communities .................................................................................316 Cultural Conflict ..............................................................................................319 Summary.............................................................................................................325 Samenvatting......................................................................................................331 List of Abbreviations .........................................................................................337 Bibliography.......................................................................................................338
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