Explaining the structural difference between Intercultural Bilingual Education programmes in Ecuador and Guatemala: How does indigenous organisation play a role?
Intercultural Bilingual Education (IBE) programmes incorporate indigenous languages and cultures into the learning process. Ecuador implemented an 'enrichment' model that embraces interculturality, while Guatemala implemented a 'transitional bilingualism' model that is mainly assimilationist in function. Given the importance of IBE for indigenous peoples and the growing political agency of these groups during the 1980s, this study seeks to answer: How does indigenous organisation affect the structural difference between Intercultural Bilingual Education programmes in Ecuador and Guatemala? The methodology used is based on 'process tracing' to track the evolution of IBE policies and to assess the influence that, among other factors, indigenous organisation had on them. It is concluded that the influence that indigenous organisation has on IBE policies is mediated by institutional structures established by military governments and by the political orientation of government actors, which explains the difference between the case studies. This study contributes to knowledge about social policies in developing countries.
Keywords:
Intercultural Bilingual Education, Indigenous organisation, Ecuador, Guatemala, Process tracing
Broeks, M. (2016). Explaining the structural difference between Intercultural Bilingual Education programmes in Ecuador and Guatemala: How does indigenous organisation play a role?. Revista Némesis, (13), 23–56. Retrieved from https://revistanemesis.uchile.cl/index.php/RN/article/view/66198
