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Mari Tørå Hagli Mari Tørå Hagli From Christopher Columbus to Evo Morales Indigenous exclusion and inclusion in urban education in El Alto, Bolivia Master thesis Submitted in partial fulfilment of the requirement for the degree Master of Multicultural and International Education (MIE) Spring, 2009 i Abstract This thesis looks into the educational system in Bolivia, with a main focus on the implementation of intercultural and bilingual education (EIB) in the urban areas. According to the current educational reform from 1994, Reforma Educativa, the education in the country is supposed to be intercultural and bilingual; however, little progress has been done to achieve this in the urban schools. The reasons for this are many, and there seemed to be a combination between a vague reform, a misconception of intercultural and bilingual education being meant for rural schools only, lack of competence and commitment from the teachers and resistance from the parents. Consequently, in the migrant city of El Alto, Aymara children do not receive the education they are entitled to. Moreover, they are deprived of their indigenous language, culture and traditions, both in the school and, for many, in the homes. The result is an already observable language and cultural shift among the migrant population. Another consequence is that the castellanización or forced assimilation process towards the indigenous groups continues through alienation and exclusion of their language, culture, history and knowledge. In addition, the learners seem to be victims of an oppressive, monolingual and monocultural education where they learn to listen and repeat the teachers‘ ―Truth‖, rather than discuss and think critically. However, the table seems to be turning. Bolivia, under the new president Evo Morales, is trying to challenge the Western hegemony in the country, through a counter-hegemonic educational reform that reinforces the aims to decolonize the Bolivians and re-dignify the language, culture and knowledge of the country‘s indigenous population. Moreover, Morales appears to be a long anticipated role model for young, urban Aymaras who grow up in alienating, Westernized surroundings with adults who distance themselves from their indigenous background. The Evo effect is both causing conflicts and tension, but also hope and pride among the young Aymara generation that now challenges 500 years of oppression and silence by speaking up and preparing for an education for liberation rather than oppression. ii Acknowledgements This has been a long journey, and I would like to thank all the people who have followed me and supported my along the way. First I would like to thank my friends and family, who have patiently supported me throughout the ups and downs of this process and who never stopped believing in me. A special thank you to all my ―study buddies‖, who have made these last two years so exciting and rewarding. Thank you for all the support, the feedback, the laughter and fellowship, our valuable coffee breaks, the academic discussions in the study hall and the less academic, but much needed discussions on Facebook! I am so grateful for having shared this adventure with each and every one of you! I also want to thank Oslo University College and all our lecturers who have shared their time, experience, knowledge and support. A special thank you goes to my supervisor Halla Holmarsdottir, who has pushed and pulled me through this process of writing the thesis, and provided me with insight, inspiration and encouragement. My fieldwork could never have been realized without a multitude of helpers attending to professional, health-related and social sides of my fieldwork in Bolivia. Thus, a big thank you to everyone I met during my stay in Bolivia who contributed to three unforgettable months in this beautiful country. Thank you to SAIH and LAG for helping me prepare for my journey by providing me with information and contacts and to Misjonsalliansen and to all my flat-mates at Casa Allianza for professional, practical and social support in La Paz. I do miss the Tuesday meetings with the volunteers and our weekend adventures! To MANB, and especially Hipólito, for helping me with access to the field and indispensable guidance throughout my fieldwork. To Maria Luz and Berta for taking such good care of me at the Casa and for teaching me so much about the Aymara culture and community. To PLAN International and UNICEF for sharing their experiences with me, and a special thank you to UNICEF in La Paz for letting me use their wonderful library. And last, but not least, I want to give the biggest thank you to all the hardworking and big-hearted teachers, student teachers, parents and children I was blessed and honored to meet in El Alto and La Paz. This thesis is dedicated to all of you! Jallalla, Bolivia! Jallalla, El Alto! iii Table of Contents Abstract ............................................................................................................................................... i Acknowledgements ........................................................................................................................... iii Table of Contents ............................................................................................................................. iv Abbreviations .................................................................................................................................. viii Tables ................................................................................................................................................. ix Glossary ............................................................................................................................................... x Map of Bolivia ................................................................................................................................. xiii 1 Introduction ............................................................................................................................. 1 1.1 Introduction of core concepts ............................................................................................. 2 1.1.1 Interculturalism .............................................................................................................. 2 1.1.2 Bilingualism ................................................................................................................... 2 1.1.3 Mother tongue ................................................................................................................ 4 1.1.4 Culture ............................................................................................................................ 4 1.1.5 Indigenous ...................................................................................................................... 5 1.1.6 Indigenism ...................................................................................................................... 6 1.2 Bolivia: peoples and politics................................................................................................ 7 1.2.1 The rise of the indigenous movement ............................................................................ 8 1.2.2 Political changes and challenges .................................................................................. 10 1.2.3 Education and the indigenous peoples in Bolivia ........................................................ 12 1.3 The Aymaras ...................................................................................................................... 13 1.4 Research site: El Alto ........................................................................................................ 15 1.5 Relevance of the thesis ....................................................................................................... 17 1.6 Research objectives and questions ................................................................................... 18 1.7 The outline of the thesis..................................................................................................... 19 2 Methodology .......................................................................................................................... 20 2.1 Qualitative research .......................................................................................................... 20 2.2 Research methods .............................................................................................................. 21 iv 2.2.1 Access ........................................................................................................................... 22 2.2.2 Classroom observation ................................................................................................. 23 2.2.3 Participant observation ................................................................................................. 26 2.2.4 Interviews ..................................................................................................................... 28 2.2.5 Document analyses ....................................................................................................... 33 2.3 Analyzing the data ............................................................................................................. 33 2.4 Trustworthiness and authenticity .................................................................................... 34 2.4.1 ―Lost in translation‖ ....................................................................................................
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