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  • 1.
    Arrueta, José Antonio
    et al.
    UMSS Cochabamba.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Education reform in Bolivia: Transitions toward which future?2012In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 7, no 4, p. 419-433Article in journal (Refereed)
    Abstract [en]

    This article concerns the impact of educational reforms on young people in Bolivian society as they transition into adulthood, against the backdrop of globalisation and far-reaching structural changes. Ethnicity and cultural capital are linked in complex ways with social stratification in Bolivia. In a pluricultural society, the language of instruction and curricular content are among the most fundamental conditions that determine which social or linguistic groups will be excluded or disadvantaged during formal education. Language and content are particularly significant in identity formation and in the shaping of cultural capital. Each contributes to the formation of specific intercultural skills and opportunities for communication within national or international communities. Additionally, each of these components helps determine which educational paths are open for young people, and which activities they can engage with later in life. In Bolivia, various education reforms have attempted to reshape these parameters. Intercultural Bilingual Education and other key aspects of the reforms will be described along with the historical context in which they emerged. Some conclusions are put forward related to their implementation.

  • 2.
    Norden, Birgitta
    et al.
    Malmö högskola.
    Avery, Helen
    Jönköping University, School of Education and Communication, HLK, School Based Research, Sustainable Development and Science education.
    Anderberg, Elsie
    Jönköping University, School of Education and Communication, HLK, School Based Research, Literacy Research.
    Learning in global settings: Developing transitions for meaning-making2012In: Research in Comparative and International Education, ISSN 1745-4999, E-ISSN 1745-4999, Vol. 7, no 4, p. 514-529Article in journal (Refereed)
    Abstract [en]

    Global teaching and learning for sustainable development reaches from the classroom to the world outside, and is therefore a particularly interesting setting for practising transition skills. The article suggests a number of features perceived as crucial in developing young people's capability to act in a changing world and under circumstances that are difficult to predict. The suggestions are based on an empirical study of the Lund Calling project, which aimed at implementing a web-based international programme for teaching preventive environmental strategies in Swedish secondary schools. The article first presents some of the conditions in Sweden that particularly impact on young people's transition to adulthood. Related research in sustainability education is also briefly outlined. Knowledge capability theory is used to discuss results from the empirical study of the Lund Calling project, where interviews were conducted with secondary school students, teachers and headmasters. Based on these interviews, features that appear to be particularly relevant as transition skills in global learning for sustainable development include transdisciplinary action, democratic collaborative action, as well as self-directed and independent initiative. The article concludes that young people today cannot, as in earlier periods of history, base their actions entirely on the traditions of the family or community. Instead, they also need to learn to form their own communities, capable of acting at both local and global levels. Education here plays an important role in developing the necessary transition skills that enable young people to be prepared for a rapidly changing and uncertain world.

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