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Public Education and Indigenous People in Bolivia, 1880s–1950s

In: Roots of Underdevelopment

Author

Listed:
  • José A. Peres-Cajías

    (Universitat de Barcelona)

Abstract

This chapter takes advantage of new digitized information in order to deal with an old Bolivian historiographic debate: the effects of education reforms in Bolivia during the first half of the twentieth century. It does by offering new information on education outputs at the departmental and provincial level. The new quantitative evidence shows that literacy improvements were very heterogeneous from a regional, ethnic and gender perspective. After the liberal reforms enforced during the first years of the twentieth century, educational indicators improved significantly in the departments of La Paz and Oruro and among non-indigenous (both men and women) and Aymara men. By contrast, education changes in departments such as Chuquisaca and among Quechuas (both men and women) did not show a significant dynamism until the 1930s. The opposite trajectories of Aymaras and Quechuas (the two most important indigenous groups in Bolivia) calls for further research in order to identify the mediating factors between ethnic diversity and public goods provision.

Suggested Citation

  • José A. Peres-Cajías, 2023. "Public Education and Indigenous People in Bolivia, 1880s–1950s," Springer Books, in: Felipe Valencia Caicedo (ed.), Roots of Underdevelopment, pages 163-188, Springer.
    • Handle: RePEc:spr:sprchp:978-3-031-38723-4_6
    DOI: 10.1007/978-3-031-38723-4_6
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