Choque Apaza, J.;
Robinson, N.;
(2024)
Representation, responsibility and legacy: a comparative analysis of how colonial history is narrated in Bolivian social science textbooks, pre- and post-070 Educational Reform.
History Education Research Journal
, 21
(1)
, Article 13. 10.14324/HERJ.21.1.13.
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Abstract
This research offers a comparative analysis of how colonial history is narrated in Bolivian textbooks, before and after the 070 Educational Reform. The 070 Educational Reform, introduced in 2010, aimed to decolonize, depatriarchalise and reaffirm Indigenous and Afrobolivian identities. Three specific features of colonial narratives were analysed: ‘identity representation’ (the specific description of different groups of people within the narrative); ‘responsibility’ (the association between individuals and their actions); and ‘contemporary legacies’ (the causal relationship between the past and present). Text and images from six textbooks pre-070 Reform and five textbooks post-070 Reform were examined through sociocognitive critical discourse analysis (text) and multimodal critical analysis (images). Findings from this study indicate that textbooks have made partial adjustments post-070 Reform. ‘Identity representation’ showed the most progressive change. ‘Responsibility’, on the other hand, continues to omit the accountability of the Spanish and the Catholic Church for colonial abuses. Textbooks only briefly discuss colonial legacies, and characterise these legacies as positive. This research contributes not only to research on colonial narrations in school textbooks, but also on the educational impact of decolonizing reforms. It provides suggestions for publishing houses and the Bolivian government to improve the impact of the 070 Reform in textbooks.
| Type: | Article |
|---|---|
| Title: | Representation, responsibility and legacy: a comparative analysis of how colonial history is narrated in Bolivian social science textbooks, pre- and post-070 Educational Reform |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/HERJ.21.1.13 |
| Publisher version: | https://doi.org/10.14324/HERJ.21.1.13 |
| Language: | English |
| Additional information: | © 2024, Juliana Choque Apaza and Natasha Robinson. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | history education, social science textbooks, decolonization, Bolivia, 070 Educational Reform, colonial representation, colonial legacies |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10202787 |
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