ABSTRACT
Part II explores the field of Indigenous education and, particularly, the model of ‘Intercultural Bilingual Education’ (IBE), which became ubiquitous in the Andean-Amazonian region of Ecuador, Peru, and Bolivia from the 1990s. The author applies the concepts of language regimentation and technologies of power specifically to the field of education. Furthermore, in this most prominent space of state intervention in language use, she adopts an ethnographic approach, giving the reader insight into how policy affects people’s lived experience. In Chapters 4, 5, and 6 she presents case studies of formal primary education for Indigenous people in the three states by turn. After some historical background, the focus is on contemporary provision, drawing on the oral testimonies of the social actors involved in the processes: education planners, teachers, and learners.
