This book centers on the stories and histories of buen vivir ( good living ) in education in Ecuador, focusing on how Indigenous and Afrodiasporic Peoples have strategically engaged with state educational initiatives to advance their own epistemic and political projects. It examines the ideas of buen vivir in Fundamental Education programs destined to better the lives of the rural population in Ecuador in the 1960s and 1970s. After the bureaucratization of buen vivir in Ecuador and Bolivia, a regional wave of critique problematized the idea, yet the historical resonances of governmental uses of buen vivir with previous modernization projects have been understudied. Moving beyond a national framework, it offers a comparative and transnational perspective on how the notion of rural has been constructed through modernizing reason. The education experiences explored here are memory on strategies of resistance against dispossession and racism, as well as spaces of organization and affirmation of knowledge.

Autorentext

Gioconda Coello is Lecturer in Intercultural Education and Etnhoeducation and Director of the Curriculum Department at the Intercultural University of Indigenous Nations and Peoples Amawtay Wasi, Quito, Ecuador. Her work is committed to curriculum justice and to transform educational spaces, broadly understood, by thinking and futuring learning with Afrodescendant and Indigenous philosophies and educators.

Inhalt

Chapter 1- Introduction. A Good Living Debate.- Chapter2- Approaches to the Politics of Being of Good Living (Hi)stories.- Chapter 3- The Rural genre of being in Fundamental Education: Regional and National(ized) Stories of lives to be improved .- Chapter 4-Transculturally rural: challenging convivial imaginations of bettering life.- Chapter 5-Facing the Nation: Appropriation of literacy to question the territory of good living.- Chapter 6-Recited Curriculum: Afroecuadorian décimas and lo propio as the ground of re-existence.- Chapter 7- Closing Thoughts.