Thesis advisor: Hiroshi Nakazato / In Latin America, Indigenous peoples still exhibit markedly lower qualities of life compared to their nonindigenous peers. One of the most direct ways to change this cycle is through reforms to existing and implementation of new systems of education, such as intercultural bilingual education (EIB), to reflect a greater understanding of and sensitivity to Indigenous linguistic and cultural needs. Through an exploration of EIB in Peru, Bolivia, and Guatemala countries, this study determines some of the primary conditions necessary for EIB’s success to be: national and regional stability; governmental support in both legal and fiscal terms; funding and resources; community support and participation; and system design, program adaptation, and flexibility. If these prerequisites are met, EIB can be an effective way to provide an education to Latin America’s Indigenous peoples in such a way that it is adequate according to local, national, and international standards while simultaneously fulfilling the Indigenous groups’ articulated desire and need for an educational system that appropriately respects, preserves, and fosters the distinct languages and cultures existing within a multicultural state. / Thesis (BA) — Boston College, 2012. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: International Studies Honors Program. / Discipline: International Studies.
| Identifer | oai:union.ndltd.org:BOSTON/oai:dlib.bc.edu:bc-ir_102310 |
| Date | January 2012 |
| Creators | McNameeKing, Mairead Rose |
| Publisher | Boston College |
| Source Sets | Boston College |
| Language | English |
| Detected Language | English |
| Type | Text, thesis |
| Format | electronic, application/pdf |
| Rights | Copyright is held by the author, with all rights reserved, unless otherwise noted. |
Page generated in 0.0946 seconds