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The citizen factory: Language, labor...

Luykx, Aurolyn.

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The citizen factory: Language, labor and identity in Bolivian rural teacher education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The citizen factory: Language, labor and identity in Bolivian rural teacher education./
作者:	Luykx, Aurolyn.
面頁冊數:	557 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4498.
Contained By:	Dissertation Abstracts International54-12A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9413548

The citizen factory: Language, labor and identity in Bolivian rural teacher education.
Luykx, Aurolyn.

The citizen factory: Language, labor and identity in Bolivian rural teacher education. - 557 p.

Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4498.

Thesis (Ph.D.)--The University of Texas at Austin, 1993.

Throughout the world, public education is central to processes of nation-building and dissemination of nationalist ideology. In Bolivia, the most heavily indigenous of all Latin American countries, schooling has also been crucial to the attempted integration of indigenous peoples into the criollo/mestizo dominated "national culture." Education is the public stage on which questions of ethnic, class, and national identity are debated, both within the classroom and in national-level debates on educational policy.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The citizen factory: Language, labor and identity in Bolivian rural teacher education.
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245 1 4 $a The citizen factory: Language, labor and identity in Bolivian rural teacher education.
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500 $a Source: Dissertation Abstracts International, Volume: 54-12, Section: A, page: 4498.
500 $a Supervisors: Joel Sherzer; Douglas Foley.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 1993.
520 $a Throughout the world, public education is central to processes of nation-building and dissemination of nationalist ideology. In Bolivia, the most heavily indigenous of all Latin American countries, schooling has also been crucial to the attempted integration of indigenous peoples into the criollo/mestizo dominated "national culture." Education is the public stage on which questions of ethnic, class, and national identity are debated, both within the classroom and in national-level debates on educational policy.
520 $a Since the popular revolution of 1952, Bolivia's race/class structure has undergone and continues to undergo profound changes. One of these has been the rise of an indigenous middle class/professional sector. As the main avenue of higher education available to rural indigenous youth, teacher training institutions ("normal schools") have been central to this development, providing the main avenue for rural youth out of agricultural life and into the professional world. With this move, however, the cultural foundations of indigenous identity are brought into conflict with the national, class, gender, ethnic, and professional identities constructed in the discourse of the classroom. As a "new class" of indigenous professionals, rural schoolteachers must navigate this contradictory process of identity construction, and learn to reconcile their own indigenous identity with their professional role as the primary disseminators of the "national culture" among rural communities.
520 $a Through the observation of educational discourse in one rural normal school, focusing especially on constructions of ethnic and national identity, certain patterns are revealed. First of all, the schisms that run throughout Bolivian society are reflected in the social microcosm of the normal school, both in the curriculum itself and in the ethnic and class tensions shaping social relations among students. Secondly, an analysis of Bolivian pedagogical methods shows that these are fundamentally alienating, in that the meanings and practices that feed into classroom constructions of students' identity are effectively removed from students' control.
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