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Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages

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Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages Item Type text; Electronic Dissertation Authors Jimenez Quispe, Luz Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 23/09/2021 14:28:00 Link to Item http://hdl.handle.net/10150/311535 INDIANS WEAVING IN CYBERSPACE INDIGENOUS URBAN YOUTH CULTURES, IDENTITIES AND POLITICS OF LANGUAGES by Luz Jimenez Quispe _________________________ Copyright © Luz Jimenez Quispe 2013 A Dissertation Submitted to the Faculty of the DEPARTMENT OF TEACHING, LEARNING, AND SOCIOCULTURAL STUDIES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN LANGUAGE, READING, AND CULTURE In the Graduate College THE UNIVERSITY OF ARIZONA 2013 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the dissertation committee, we certify that we have read the dissertation prepared by Luz Jiménez Quispe, titled Indians Weaving in Cyberspace, Indigenous Urban Youth Cultures, Identities and Politics of Languages and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. __________________________________________________________Date: Nov/15/13 Norma González __________________________________________________________Date: Nov/15/13 Richard Ruiz __________________________________________________________Date: Nov/15/13 Leisy Wyman __________________________________________________________Date: Nov/15/13 Mary Carol Combs Final approval and acceptance of this dissertation is contingent upon the candidate‘s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement. __________________________________________________________Date: Nov/15/13 Dissertation Director Norma Gonzalez 3 STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at the University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: Luz Jiménez Quispe 4 ACKNOWLEDGEMENTS This dissertation is the evidence that dreams can become true, more if it is done collectively. I believe in the power of friendship and utopias. Without family, friends, peers, and amazing scholars I could not be writing this page today. My heart and my mind are full of names, faces, words, sharing food and tenderness. Without the utopias of my parents who passed away looking for education, the Indigenous peoples, women and activists I could not challenge myself to learn from other knowledge and social, political, and educational paths. Then only I can say THANK YOU to every one. My first thank you goes to Dr. Maria Teresa Velez, Dr. Norma Gonzalez, Dr. Leisy Wyman, Dr. Richard Ruiz, Dr. Mary Carol Combs, Maria Fierro, Yvonne Gonzalez and Virginia Gonzalez who helped me to become part of the Education College and always provided me support, friendship, and advice. I am also grateful to Dr. Perry Gilmore, Dr. Sheilah Nicholas and Dr. Luis Moll for being committed with Indigenous and Latino people’s education. Likewise I am indebted to Dr. Luis Enrique Lopez and Dr. Inge Sichra for helping me to dream with other epistemological horizons. Many thanks to my good friends in LRC and peer mentors, especially Cathy Amanti and Shireen Keyl, my special yuspagara to both of you for your patience in reading my chapters, your commentaries and helping me with the edition. Thanks to Jesus Acosta, Janelle Johnson, Kevan Kiser-Chuc, Sandra Soto, Philip Stevens, Erin MacKinney, Judith Salcido, Kathryn Ortiz, Carmen Tirado, Rolando Coto, Dori Zabari, Joaquín Muñoz, LaToya Hinton, Mónica Moreno, and Nayalin Feller for your invaluable friendship. Jach’a jallalla ukhamaraki yuspagar taqi waynanakaru El Alto tuqinkirina, kuntixa jumanakampix wayna amuyunakat yatiqaniwayta. jallalltw Jaqi Aru, Wayna Tambo, ukhamarak Hip Hop waynanak tawaqunaka. Ukhampinsa yuspagartw taq irpirinakar aka CEPOs, IPELC, ukhamaraki Ministerio de Educación tuqita. Ukhamaraki yuspagartw Victoria Tinta Quispe ukhamaraki Ruben Hilare Quispe yanapt’ir qillqawinakampi. To all the members of SEED project who provide the opportunity to feel at home. Special thanks to Dr. Vanessa Anthony-Stevens, Paul Moreno, David Sanchez, and Brian Robles for the opportunity to learn, teach, and share with Indigenous teachers from Mexico. I want to make a special mention to Cindy Chandler, Luz Martinez, Lissette LeCorgne, Isabel Lizarazu and Dr. K. Phonlabutra for making me feel at home and cared. I am grateful to have received the financial support for pursuing my doctorate studies, special thanks to LASPAU, Kellogg Foundation, the Margaret McNamara Memorial Fund, and the University of Arizona. Mil gracias a mi familia y compañeras de camino, sin el apoyo de ustedes no hubiera sido posible este logro. Un especial gracias a mi hermana Eusebia, a Ross, María, 5 Julieta, Miguel, José, Gonzalo, Oscar, Chema, Ariel, Mercedes, Wara, Gaby, Edith, Silvia, Miguel, Suyana, Antonio, Nicolás, María Bianchessi, Esperanza, Anita, Francisca, Leonor, Santi, Teo, Cristina, Isaac, y todas y todos los de la Fundación Machaqa Amawta. 6 DEDICATION To the memory of my parents and Indigenous people who dedicated their lives to education. 7 TABLE OF CONTENTS LIST OF TABLES ............................................................................................................ 10' LIST OF FIGURES .......................................................................................................... 11' ABSTRACT ...................................................................................................................... 13' CHAPTER 1. INTRODUCTION ..................................................................................... 15' Bolivia: a Pluricultural and Plurilinguistic Country ..................................................... 19' Indigenous Youth Studies – An Overview ................................................................... 21' Outline of the Dissertation ............................................................................................ 25' CHAPTER 2. METHODOLOGY: BUILDING AN EPISTEMOLOGIC PERSPECTIVE OF ANALYSIS ................................................................................................................. 26' Research Site, El Alto – the Capital City of the Aymara People .................................. 28' Economic inequalities to describe El Alto .................................................................... 32' The Social and Political Insurrection ............................................................................ 35' Personal Trajectory and the Genesis of the Research Problem .................................... 38' Participants and Data Collection Methods .................................................................... 45' Method for the Fieldwork ............................................................................................. 48' Critical Discourse Studies and Multimodal Analysis ................................................... 56' CHAPTER 3. THEORETICAL FRAMEWORK: IDENTITIES, INTERCULTURALITY, AND DECOLONIZATION .................................................... 61' Subaltern Studies .......................................................................................................... 63' Subaltern studies in Latin America and Bolivia ........................................................... 64' Subaltern Perspective .................................................................................................... 69' Identity Studies ............................................................................................................. 69' Multiculturalism and Interculturalism .......................................................................... 79' Studies of Decolonization ............................................................................................. 88' Conclusion .................................................................................................................... 96' CHAPTER 4. FORMATION OF IDENTITIES BETWEEN OFFICIAL AND SUBALTERN HISTORY ................................................................................................. 98' 8 Tawantinsuyu (Tawa-four; suyu-region) – The Inkas’ State ...................................... 100' Identities and Gold – Colonial Period ......................................................................... 104' Indians’ Response and Persistence ............................................................................. 110' The General Insurrection (1780-1782) ....................................................................... 112' Bolivian Constitutions and Indigenous Identities ......................................................
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