ABSTRACT
Indigenous organisation was more developed in Amazonia than in the highlands. Self-determination in education policy processes was more advanced in Iquitos than in the Lima-based centre of government. Decentralisation in Peru in the new millennium has meant that regional governments developed levels of self-determination and participation that allowed them to evolve their own language regimes with some degree of success, without the need for Indigenous organisation. The potential for IBE to act as a platform for Indigenous professional development and related political empowerment is a feature of all three countries, in their recent history. This has led to some ambivalence at governmental level. Many people of Indigenous origin have returned to their home communities, where the rural setting makes it easier to socially distance. In this context, students have reconnected with their cultural roots. The authoritarianism of the Correa years was a countermove, to suppress the Indigenous organisation’s opposition to the activities of the extractive industries.
