Lights and shadows of the education reform process in Bolivia and Guatemala
| dc.contributor.advisor | Hale, Charles R., 1957- | |
| dc.creator | Xum Palacios, Brenda Estela | en |
| dc.date.accessioned | 2014-10-21T17:53:03Z | en |
| dc.date.accessioned | 2018-01-22T22:27:00Z | |
| dc.date.available | 2018-01-22T22:27:00Z | |
| dc.date.issued | 2014-05 | en |
| dc.date.submitted | May 2014 | en |
| dc.date.updated | 2014-10-21T17:53:03Z | en |
| dc.description | text | en |
| dc.description.abstract | Bolivia and Guatemala experienced a process of education reform in late 90's. Even though both countries had great international support to eliminate inequalities, especially among indigenous peoples, the domestic political contexts determined to what extent such changes were possible to make. In Bolivia the process started in 1994 with the signing of the Reform Law of Education, and in Guatemala in 1996 with the signing of the Peace Agreements. After more than two decades Bolivia and Guatemala present very different outcomes derived from their respective education reforms. This study is a comparison of them, an attempt to unveil the reasons why Bolivia has moved forward in terms of diversity, indigenous languages, and inclusion while Guatemala has apparently nullified the education reform process and remains in authoritarianism. | en |
| dc.description.department | Latin American Studies | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/2152/26816 | en |
| dc.language.iso | en | en |
| dc.subject | Education in Latin America | en |
| dc.subject | Indigenous people | en |
| dc.subject | Inclusion | en |
| dc.subject | Education reform | en |
| dc.subject | Bolivia | en |
| dc.subject | Guatemala | en |
| dc.subject | Multiculturalism | en |
| dc.subject | Intercultural bilingual education | en |
| dc.title | Lights and shadows of the education reform process in Bolivia and Guatemala | en |
| dc.type | Thesis | en |