The politics of ethnicity: are political elites in Bolivia using indigenous discourses to win elections?

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In Bolivia and elsewhere in Latin America, indigenous peoples have sought greater inclusion and more rights and freedoms for many decades. While it appears that they have been somewhat successful in doing so, in reality, their lives have not changed much. Political promises to act on their behalf have not been honoured and they remain excluded and marginalized. The link between poverty and being indigenous persists. In this article, Alvaro Deuer Cenzano, ISS 2018-2019 Alumni, shows why it’s important to study the role of elites in perpetuating these social injustices, arguing that the instrumental use of ethnic discourses to win elections may be strongly contributing.

 

In the past few decades, more attention has been paid to the plight of Bolivia’s indigenous peoples, which form a significant part of its total population.[1] This emerged following several global developments, including the United Nations’ approval in 1989 of the Declaration on the Rights of Indigenous Peoples under the Indigenous and Tribal Peoples Convention (no. 169). And so, after years of discussing the rights of indigenous people, in 1995, the Bolivian Congress approved a Constitutional reform that redefined its state as a “pluricultural and multi-ethnic republic”. At that time, the country’s Constitution was considered progressive in that it recognized the importance of the indigenous population, and other countries in Latin America such as Ecuador followed suit.

While this Constitution meant the official recognition of Bolivia’s multi-ethnic and pluricultural society and the expansion of indigenous people rights, it did not make provision for territorial self-government, however. In other words, government policies in the 1990s failed to enact the territorial autonomy that was desired.

This observation prompted me to ask why proposed policies and the realities of indigenous peoples remain misaligned. As a Bolivian, I have witnessed promises being made by political elites while campaigning,[2] their coming to power by claiming to represent the indigenous population, and their failure to act on their promises once they assumed office. Yet they retain power despite not delivering on their promises.

The need to understand how and why this is happening prompted me to register for a PhD study at the Graduate School of International Development at Nagoya University. Last month, I managed to successfully present my research proposal titled ‘The instrumentalization of indigenous discourse as a political strategy to win elections’. Through my PhD research, I want to explain how the discourses that political elites use in representing indigenous populations help maintain their power. The study will focus on Bolivia, but its theoretical framework can be applied to other Latin-American countries where significant segments of the population self-identify as indigenous (e.g. Guatemala, Chile, Colombia, and Peru), as well as to European countries that have undergone ethnic wars linked to nationalist sentiments driven by the discourses of political elites.

Several people tried to convince me to choose a different topic, one linked to my work experience, for example in the fields of territorial planning, health governance, or even decentralized governance. In this article, I will explain why I decided to stick to this topic and what I’m planning to do.

 

Discourses, discrepancies, and disillusionment

For most of the 197 years since its independence from Spain, Bolivia has been governed mainly by political parties comprising representatives drawn from white or mestizo (mixed) ethnic groups. In this period, the rights of indigenous people were neither recognized, nor assured.[3]

Things seemed to improve when the Movimiento al Socialismo (MAS – Movement for Socialism) came to power in 2005 with the support of social movements and the votes of indigenous people.[4] Among its first measures was to convene a Constitutional Assembly that dealt with the indigenous demand for autonomy, self-determination, and self-government. And thus, in 2009, the new Constitution granted indigenous people territorial self-government rights. They were also assigned a number of other political, economic, linguistic, and democratic rights.[5]

Moreover, to keep the support of social movements, it combined indigenous and peasant identity categories, giving rise to the Autonomias Indigena Originario Campesinas (AIOC – Native Indigenous Peasant Autonomies), the second layer of Bolivian local governments. This would allow indigenous communities to become autonomous governments given the fulfillment of requisites overseen by the Bolivian Electoral Court and the Vice Ministry of Autonomies.

However, despite the government’s acknowledgment of indigenous people’s desire to rule their own territories, at present, only six indigenous territories have become AIOCs. Given that indigenous self-government constitutes the core of indigenous movements’ demands made to the Constitutional Assembly, a faster implementation of it would have been envisioned, which goes hand in hand with MAS power consolidation. This has raised questions about MAS’s commitment to indigenous struggles and principles despite its strong claims to represent the country’s indigenous population.

 

Conceptually linking ethnic and populist discourses

I therefore seek to analyze how marginalized groups’ demands for self-government, specifically the demands of indigenous peoples, are used by political elites to consolidate their hegemony and as a strategy to obtain electoral success. I believe that this results in societal polarization based on a process of ethnic identification (‘us’ vs. ‘the others’). While indigenous discourses allow so-called ethnic parties to succeed in the electoral arena, it likely also leads to the appearance (or deepening) of populist leadership traits, which represents a hazard to the consolidation of democracy. All in all, I hope to identify the mechanisms that enable ethnic parties to swing toward the populist side of an ethno-populist pendulum and its effect on the consolidation of democratic institutions.


[1] In 2021, Bolivia ranked second in Latin America when it comes to the percentage of people who claimed to be indigenous, with 41% of the total population self-identifying as such (Statista, 2022). The two biggest indigenous groups, the Quechuas and Aymaras, together represent just under 82% of the country’s indigenous population, comprising together 34% – or around one-third – of Bolivia’s total population.

[2] In the last years, Bolivia’s corruption perception index has worsened despite every candidate’s promise to fight corruption (Fides, 2022).

[3] Indigenous groups started to develop their own current of thought in Bolivia in the early 1970s when they realized that mainstream politics of the time used them and that Marxist parties were factually rendering them invisible. Thus, in the late 1980s, the first indigenous political parties were formed and started to participate in national elections, obtaining minor victories (Madrid, 2012)

[4] MAS was created in 1995 as a political instrument of different indigenous and peasants’ organizations, the latter with a strong union tradition, to access spaces of political power, initially at the local level and later, given its electoral success, on a national scale. (Valdivia, 2016, pág. 24).

[5] See Articles 30 – 32 of the current Constitution (Plurinational Legislative Assembly of Bolivia, 2009).

Opinions expressed in Bliss posts reflect solely the views of the author of the post in question.

About the author:

Alvaro Deuer Cenzano is a Business Administrator and Political Scientist with 10 + years of professional experience in public policy implementation in local development, territorial and institutional planning, and comparative research in decentralization, public finance, education, and ethnic politics.  Currently, pursuing a Ph.D. in Development Studies at Nagoya University and looking for opportunities to expand his networks and join Think Tanks or NGO industries in the development and public policy-related areas.

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Now it’s time to start monitoring how children learn: moving beyond universal access to education in Bolivia

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A recently published UNESCO-led evaluation of the quality of education in Bolivia and other countries in Latin America and the Caribbean revealed just how badly it is faring in providing education of sound quality. The report shows that despite near-universal access to education, primary school learners are struggling at school. Alvaro Deuer made similar observations for his Master’s thesis and here argues that to change this, Bolivia’s education system needs to be transformed through the long-term prioritisation of evidence-based research and policy informing the ongoing monitoring and improvement of education quality.

Photo taken by the author

Two years ago, while I was studying at ISS, I conducted two studies on the quality of secondary and tertiary education systems in Bolivia. While doing the literature review, I noticed that between 1994 and 2019[1], Bolivian authorities were more concerned with increasing the coverage rate of education than monitoring its standards. This is concerning given that SDG4 mentions the need for education to be universal and of sound quality (United Nations, 2021). For countries such as Bolivia where access to education is almost universal, the next step is thus ensuring that learners fare well in school and in university  (Deuer, 2019).

UNESCO recently published the findings of a curriculum study forming part of its ERCE 2019 (Fourth Regional Comparative and Explanatory Study), an evaluation of education quality across 18 countries in Latin America and the Caribbean. The study echoed my findings that the quality of education is lagging behind access to education in Bolivia. This comes despite the existence of a number of institutions that are supposed to support the monitoring of education standards in the country.

For instance, the Bolivian Constitution makes room for the evaluation of the country’s education system by an independent body (Asamblea Plurinacional de Bolivia, 2009). Accordingly, the Plurinational Observatory of Educational Quality (OPCE) was created under the Law of Education (Asamblea Plurinacional de Bolivia, 2010). The OPCE has been part of different initiatives to monitor and evaluate the quality of Education in Latin America, including the ERCE 2019. Yet monitoring does not take place frequently.

A sad state of affairs

The most recent evaluation the country’s education system has been subjected to is the ERCE 2019. This evaluation measured the learning achievements of students in primary education with the aim of informing decisions of stakeholders of participating countries. The ERCE is subject to careful planning. The entire evaluation takes around three years (Aguilar, 2016). The test evaluates learning outcomes and studies for those learners registered in the third and sixth grade at both private and public primary schools, for four areas: languages, writing, math, and science (the latter only sixth grade) (United Nations Educational Scientific and Cultural Organization, 2018).

The results of the ERCE 2019 were published at the beginning of February 2021. Its most important findings for Bolivia are (United Nations Educational and Cultural Organization, 2021):

  • Bolivian learners generally are not doing well in school.
  • Learners from indigenous groups fare comparatively worse than other, non-indigenous learners.
  • Those attending private schools fare significantly better.
  • The quality of education is higher for schools in urban (versus rural) areas.

 

It’s clear from the findings that the education sector needs to be overhauled. Yet addressing gaps in learning capacities that affect poor school performance will require more than simply increased funding. Although the addition of ‘facilitating factors’ like improved physical infrastructure, more equipment, or the employment of more teachers can create a better learning environment that helps teachers and students work and study better, they do not necessarily help learners to learn better (Deuer, 2019). What’s needed is evidence-based research on what learners really struggle with and why. I thus argue that studies such as the ERCE could be used as a baseline to evaluate the quality of primary education in general from a transformational approach.

However, Bolivia has not developed a ‘tradition’ of conducting rigorous studies aimed at measuring the ‘impact’ of the education schemes implemented in the ‘transformation’ of student learning. It is only the second time that Bolivia participates in the ERCE[2], which reveals that monitoring and evaluation are not yet adequately emphasised. Although creating a culture of evaluation takes time, once the necessary institutional capacities are developed, these can be extrapolated to other sectors (and education subsystems), which can contribute to improved transparency and qualitative indicators development that goes beyond the percentage of execution of spending. Moreover, accountability regarding expenditures in the educational sector is particularly important, considering that 5% of the country’s GDP is committed to education and that this sector employs 150,000 teachers (Contreras, 2021).

Thus, only when governance networks of the Bolivian education system commit to investing in more evidence-based research, will policy makers start to take measures to close education gaps detected by the ERCE 2019. Following the recommendations of the ERCE, tackling the inequalities of Bolivian society includes focusing on closing the gaps between public and private schools, urban and rural schools, and between learners that live in indigenous and other regions. The gendered access to education should also receive special attention.


Footnotes

[1] This was set as the time frame of the study given that the main struggles and milestones of quality assessment mechanism implementation in Bolivia occurred in this period.

[2] UNESCO conducted the ERCE four times in Latin America and the Caribbean (in 1997, 2006, 2013, and in 2019), but Bolivia has only participated in the first and last evaluations (United Nations Educational and Cultural Organization, 2021). Bolivia was not part of ERCE 2006 since, in 2007 and 2008, the Constitution Assembly rewrote the Constitution. In the framework set by the new Constitution, the current Law of Education was promulgated only by December 2010. Therefore, the timing did not coincide with ERCE 2013, given that its implementation started some years before. However, in 2017 UNESCO implemented a specific assessment in Bolivia as pilot for ERCE 2019.

On the other hand, at the begging of 2018, an evaluation was conducted in Bolivia as part of ERCE 2013. It constituted a preparatory study for ERCE 2019. According to this study, Bolivia ranked 13th out of 16 countries regarding quality education (Brújula Digital, 2021)

Opinions do not necessarily reflect the views of the ISS or members of the Bliss team.

About the author:

Alvaro Deuer is a Bolivian development practitioner committed to bringing about evidence-based research and policy. He recently finished the Master’s degree in Development Studies at the International Institute for Social Studies (ISS). Previously, he obtained Bachelor’s degree in Business Administration and later in Political Science and Public Management. Deuer has 7+ years of working experience in various thematic areas such as institutional capabilities building, governance tools implementation, and indicators design.  His research interest includes good practices in the areas of education, decentralization, public finance, and national identities building. Currently, he is studying the (de) construction of the indigenous identity during the Evo Morale´s government (2006 – 2019).

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