| This dissertation considers national and local negotiations over public music education during the fifth and sixth years of Bolivian Education Reform Law ;The primary methodology upon which this work is based was participant-observation in four urban schools. In addition, perspectives from Reform administrators, experience narratives from numerous music teachers, and quantitative data from 160 student surveys are incorporated. This study's focus on participatory modes of musical nationalism---through militaristic and folkloric music and dance---becomes socially relevant through its context of parallel frequent and sometimes violent protest against Neoliberal Reform policies. Schools emerge as important spaces for the musical socialization of children who learn lessons of assimilation and resistance in the ongoing negotiations between the state and nation. |
