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Intercultural pedagogy in Bolivian education and the power of knowledge
Linköping University, Department of Thematic Studies, Technology and Social Change.ORCID iD: 0000-0002-5097-6621
2009 (English)In: New Community Quarterly, ISSN 1448-0336, Vol. 6, no 4, p. 30-36Article in journal (Refereed) Published
Abstract [en]

This paper is written within a course on intercultural pedagogy, and focuses an adult educational project in Bolivia called Kawsay. The indigenous communities of Bolivia have experienced stigmatization and exclusion ever since the colonisation began, which have hindered possibilities for democratic participation and community development. The organisation called Kawsay is attempting to upgrade the indigenous knowledge systems through an empowerment process based on intercultural pedagogy. The translation between these different knowledge systems is in focus in this paper, and especially the power dimension. This specific project has to be understood in relation to globalisation and colonisation. Focus is on the continuous construction of identities and how knowledge(s) are legitimated in relation to the dominant knowledge and educational system. I argue that Kawsay use intercultural pedagogy to stimulate community development in these processes attempting to take charge of the knowledge production and research by constructing their own university.

Place, publisher, year, edition, pages
2009. Vol. 6, no 4, p. 30-36
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-153942OAI: oai:DiVA.org:liu-153942DiVA, id: diva2:1280781
Available from: 2019-01-21 Created: 2019-01-21 Last updated: 2019-01-23Bibliographically approved

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Skill, Karin

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