Language, power, and schooling: Bolivia's education reform program

This study examines language, power, and schooling nestled in a historical legacy of inequity in Bolivian public education. Twelve years ago, the Bolivian government introduced sweeping changes in a public education system that has historically alienated its citizens from their cultural heritage. The design of the new reform program was aligned with the most widely accepted recommendations as measures for providing equal educational opportunity. Yet there is a great divide between historical education practice and the current policies being implemented. The weight of centuries of oppression bears down on those seeking to transform public schools into places of growth and liberation. This is occurring at a time when other countries in Latin America are undergoing similar changes.; This study contributes by analyzing how the role of language and culture mediated by historical social policies has influenced access to equal educational opportunity in Bolivia. Historical research methods were employed, Secondary data was collected and analyzed various theoretical models and research findings. The data documents the efforts of many dedicated Bolivians and international personnel as they work steadily toward the country's own self-determination. Several lessons were derived through an analysis of the Education Reform Law. They are discussed through a framework of elements necessary for successful language based reform. These elements include community involvement and control, language planning, methodology, curriculum and materials development, program development, assessment, instructional capacity, program research and evaluation, Ministry level capacity and political advocacy, and external support.; One of the most significant findings shows that the success of the reform program rests on the quality of teacher education during both in-service and pre-service phases. Currently practicing teachers who are deeply committed and fully engaged in the transition are few in number but are also a critical resource to the reform program. Without committed and skilled teachers, the reform program is left without change agents to serve as interlocutors of the new program in their communities. Face to face dialogue between stakeholders is also necessary to create a shared vision and ownership of the program. Stakeholders need to have real incentives for change in order to move beyond superficial adoption to real commitment. The common denominator for real collaboration between schools and their communities is language. Therefore, schooling needs to include the language and culture of the community. Well implemented bilingual and intercultural programs are cost effective when one considers the socio-economic costs when they are absent. In order to create strong bilingual programs, the quality of teacher training, choice of program models, and instructional methodology needs to be tightly coordinated.