Abstract
Bolivian educators and education policy-makers are making significant efforts to implement intercultural and bilingual education as a pedagogical model. They are generating new curricular materials in Indigenous languages, teaching Indigenous languages to children and adults, and promoting their use in public spaces. This chapter draws attention to the contribution of Indigenous hip-hop artists to non-formal intercultural and bilingual education. Through their music, videos, and concerts, these artists have not only lifted the status of Indigenous languages as a means of expression for Indigenous youth, but have also created spaces for intercultural dialogue and challenged colonial identity categories and ways of knowing. Their cultural practice can serve to inspire educators to find ways to empower Indigenous youth to develop their critical voice and become active citizens.
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Notes
- 1.
MCs from El Alto included: Alberto Café, Fado-Alto Lima Rima, Gavilán, Graffo, Nina Uma, Choclo, Lito and ex Monolito. MCs from La Paz included: Esdenka Suxo (Nueva Flava).
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Zonta, V.E.L., Vargas, V.S.T. (2017). The Contributions of Hip-Hop Artists to Non-Formal Intercultural Education in Bolivia. In: Cortina, R. (eds) Indigenous Education Policy, Equity, and Intercultural Understanding in Latin America. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59532-4_5
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