Machismo and Mamitas at School: Exploring the Agency of Teachers for Social and Gender Justice in Bolivian Education

Historically, Bolivia’s society and education system have been characterised by marginalisation based on poverty, ethnicity and gender. The central objective of the Morales government is to redress this imbalance and create a society inclusive of all Bolivians so that they can ‘live well’. Our artic...

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Bibliographic Details
Published in:European journal of development research 2015-09, Vol.27 (4), p.574-588
Main Authors: Lopes Cardozo, Mieke T A, Sawyer, Jennifer, Talavera Simoni, Maria Luisa
Format: Article
Language:English
Subjects:
Bolivia
Bolivians
Children & youth
Classrooms
Decolonization
Developing countries
Development and Social Change
Development Economics
Development Policy
Development Studies
Economic development
Economic policy
Education
Education policy
Education reform
Education systems
Equal rights
Equality
Ethnic groups
Ethnicity
Females
Focus groups
Gender equity
Latin America
LDCs
Morale
Native rights
Neoliberalism
Original Article
Politics
Poverty
Schools
Sex equality
Social change
Social exclusion
Social justice
Social policy
Social Sciences
Society
Students
Studies
Teachers
Women
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Summary:Historically, Bolivia’s society and education system have been characterised by marginalisation based on poverty, ethnicity and gender. The central objective of the Morales government is to redress this imbalance and create a society inclusive of all Bolivians so that they can ‘live well’. Our article illustrates how, while the international development agenda sees gender equality as an important element for an egalitarian education system, the latest Bolivian education reform gives gender equality diminished importance in favour of the focus on interculturality. Applying an analytical framework that uses social justice theory and a strategic relational approach, this article explores the agency of teachers to effect social change in relation to gender inequalities in Bolivia. Our research approach is embedded within the interdisciplinary field of international development studies and used mostly qualitative techniques to examine teachers’ strategies to act towards gender equality.
ISSN:0957-8811
1743-9728
DOI:10.1057/ejdr.2015.51