Table of Contents
Foreword by Douglas Foley Preface Acknowledgments Introduction Educational Theory and School Ethnography Indigenous Peoples, Schools, and the Nation-State 1 Ethnicity and the Construction of Nationhood From Conquest to Crisis: An Overview of Bolivia's Political Development The Indigenous Metropolis: Urban Aymarasin La Paz Popular Culture and "The Language Problem" Obstacles to the Construction of a Unified and Unifying Bolivian Nationalism Race and Class in the Nationalist Project Official History and Popular Humor: Public Tropes of Ethnic and International Conflict Finding a "We": Defining Lo Boliviano against a Hostile World 2 Rural Schooling in Bolivia Roots of Aymara Education: The Struggle for Land and Literacy Rural Education in the Twentieth Century: Government Takes up the Reins Reverence and Resentment: Teachers and Rural Communities On the Threshold of Reform 3 Student Life at the Normal School "Peor que nada es quedarse . . .": Career Choices and the Lack Thereof Students as Regulated Subjects Dormitory Life 4 Curriculum and Identity The Reproduction of Ideology in Schools: Socialization as the Interpellation of Student-Subjects The Citizen in the Nation, the Nation in the World Proletarian Professionals: The Ambiguous Class Identity of Bolivian Teachers The Teacher in the Rural Community: Solidarity and Social Distance Uneasy Positionings on the Field of Race-or, "We Have Met El Hermano Campesino and His Is (not?) Us" Gender Ideology in the Normal School: Frozen Images and Structured Silences Conclusion: Rural Education and the Race/Class Intersection 5 Commodified Language and Alienated Exchange in the Normal School Pedagogical Praxis and "School Knowledge" The Capitalist Mode of Symbolic Production: Schoolwork as Alienated Labor 6 Student Resistance to Commodification and Alienation: Silence, Satire, and the Academic Black Market Resistance in the Classroom The Linguistic Black Market: Illicit Exchange in the Academic Economy Student Resistance through Expressive Practices 7 An Alternative Vision: Notes toward a Transformative Bolivian Pedagogy Día del Indio , Los Pozos (August 1, 1993) Socialization and the Multiple Subject Political Practice and Popular Culture Rehabilitating Marx: Hegemonic Subject Positions as Alienated Use Values Building a Democratic Pedagogy Schooling as Cultural Critique Directions for Future Research Structural Pessimism vs. Strategic Optimism Appendix: Interviewed Students Notes Bibliography Index
