Educating "Barbaros": Educational Policies on the Latin American Frontiers between Colonies and Independent Republics (Araucania, Southern Chile/Sonora, Mexico)

Autor/inn/en	Holck, Lasse; Saiz, Monika Contreras
Titel	Educating "Barbaros": Educational Policies on the Latin American Frontiers between Colonies and Independent Republics (Araucania, Southern Chile/Sonora, Mexico)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 46 (2010) 4, S.435-448 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
Schlagwörter	Political Science; Educational History; Educational Policy; Foreign Countries; Foreign Policy; Indigenous Populations; Governance; American Indians; Educational Administration; Geographic Location; Rural Areas; Chile; Mexico + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; History of education; Bildungsgeschichte; Politics of education; Bildungspolitik; Ausland; Außenpolitik; Sinti und Roma; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; American Indian; Indianer; Bildungsverwaltung; Schuladministration; Schulverwaltung; Rural area; Ländlicher Raum; Mexiko
Abstract	This article compares the methods and means employed by the state to enforce the education of (semi-)autonomous indigenous groups in southern Chile and northwestern Mexico (Sonora), border regions in the Latin American periphery, covering the transition from colonial times to the consolidation of independent republics until the middle of the nineteenth century. Parting from a theoretical interest in education as a mode of governance, this article discusses how schooling and teaching enforced popular participation in politics and legitimised rule in spaces of cultural heterogeneity and limited statehood. In this analytical frame, concepts of cultural transfer are enriched with current discussions about legitimacy and (soft) steering mechanisms from political science in order to evaluate the legitimising potential of colonial and early postcolonial educational policies. (Contains 72 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10