Representing the state? School and teacher in post-Sendero Peru⋆
Bibliographic Data
| ID | 4844084 |
|---|---|
| Authors | Fiona Wilson (0000-0003-2267-4578, Roskilde University, corresponding author) |
| Year | 2000 |
| Volume | 19 |
| Issue | 1 |
| Pages | 1-16 |
| Publication date | 2000-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Bulletin of Latin American Research (JOURNAL) |
| Journal identifiers | ISSN: 0261-3050 • E-ISSN: 1470-9856 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1470-9856.2000.tb00089.x |
| OpenAlex | W4243824172 |
| Language | EN |
| Citations received | 21 |
| References cited | 9 |
The school and the teacher give rise to different images and sets of meaning. Locating schools is a technique of government and teachers are supposed to act as mediators between state and society. But teachers are also local intellectuals and have actively engaged in discourses of dissent and challenges to the state. This article explores the changing identity, situation and representation of provincial schoolteachers in post-conflict Andean Peru. It draws on material from Tarma province to debate the extent to which the former racist "social order", upheld by school and teacher, has been destabilised and superseded
Aesthetics · Dissent · Government (linguistics · Identity (music · Linguistics · Meaning (existential · Order (exchange · Pedagogy · Political dissent · Political science · Politics · Representation (politics · Sociology · State (computer science · Educator Training and Historical Pedagogy · Gender Studies · Global Education and Multiculturalism · Law · Politics and Society in Latin America · Psychology
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| Citations per year | 0.84 |
|---|---|
| Citation span | 2001 - 2023 (23) |
| Highly cited | No |