Aurolyn Luykx teaches in the Linguistic and in the Pedagogy departments at the Universidad Mayor de San Simon (UMSS), Cochabamba, Bolivia.

"The Citizen Factory is a testimony to the organic character of all ethnographic interpretation...This study of a Bolivian Normal School will challenge comparative politics and comparative education scholars to rethink their studies of political socialization. Moreover, fellow anthropologists will be drawn to [the author's] theoretical model for studying ideological hegemony and identity construction. In short, Luykx has produced an 'educational ethnography' that extends the genre itself." — Douglas Foley, from the Foreword"The ethnographic descriptions are rich, and well embedded in history and in the broader social context. The author has done a very thorough study. The book shows the links between the larger social structure and day-to-day life. In fact, it shows the work people do to create (and sometimes contest) the larger social structure—in this case, gender, ethnic, and class identities." — Kathryn M. Anderson-Levitt, University of Michigan, Dearborn

• Foreword by Douglas FoleyPrefaceAcknowledgmentsIntroductionEducational Theory and School EthnographyIndigenous Peoples, Schools, and the Nation-State1 Ethnicity and the Construction of NationhoodFrom Conquest to Crisis: An Overview of Bolivia's Political DevelopmentThe Indigenous Metropolis: Urban Aymarasin La PazPopular Culture and "The Language Problem"Obstacles to the Construction of a Unified and Unifying Bolivian NationalismRace and Class in the Nationalist ProjectOfficial History and Popular Humor: Public Tropes of Ethnic and International ConflictFinding a "We": Defining Lo Boliviano against a Hostile World2 Rural Schooling in BoliviaRoots of Aymara Education: The Struggle for Land and LiteracyRural Education in the Twentieth Century: Government Takes up the ReinsReverence and Resentment: Teachers and Rural CommunitiesOn the Threshold of Reform3 Student Life at the Normal School"Peor que nada es quedarse...": Career Choices and the Lack ThereofStudents as Regulated SubjectsDormitory Life4 Curriculum and IdentityThe Reproduction of Ideology in Schools: Socialization as the Interpellation of Student-SubjectsThe Citizen in the Nation, the Nation in the WorldProletarian Professionals: The Ambiguous Class Identity of Bolivian TeachersThe Teacher in the Rural Community: Solidarity and Social DistanceUneasy Positionings on the Field of Race-or, "We Have Met El Hermano Campesino and His Is (not?) Us"Gender Ideology in the Normal School: Frozen Images and Structured SilencesConclusion: Rural Education and the Race/Class Intersection5 Commodified Language and Alienated Exchange in the Normal SchoolPedagogical Praxis and "School Knowledge"The Capitalist Mode of Symbolic Production: Schoolwork as Alienated Labor6 Student Resistance to Commodification and Alienation: Silence, Satire, and the Academic Black MarketResistance in the ClassroomThe Linguistic Black Market: Illicit Exchange in the Academic EconomyStudent Resistance through Expressive Practices7 An Alternative Vision: Notes toward a Transformative Bolivian PedagogyDía del Indio, Los Pozos (August 1, 1993)Socialization and the Multiple SubjectPolitical Practice and Popular CultureRehabilitating Marx: Hegemonic Subject Positions as Alienated Use ValuesBuilding a Democratic PedagogySchooling as Cultural CritiqueDirections for Future ResearchStructural Pessimism vs. Strategic OptimismAppendix: Interviewed StudentsNotesBibliographyIndex

Aurolyn Luykx teaches in the Linguistic and in the Pedagogy departments at the Universidad Mayor de San Simon (UMSS), Cochabamba, Bolivia.

"The Citizen Factory is a testimony to the organic character of all ethnographic interpretation...This study of a Bolivian Normal School will challenge comparative politics and comparative education scholars to rethink their studies of political socialization. Moreover, fellow anthropologists will be drawn to [the author's] theoretical model for studying ideological hegemony and identity construction. In short, Luykx has produced an 'educational ethnography' that extends the genre itself." — Douglas Foley, from the Foreword"The ethnographic descriptions are rich, and well embedded in history and in the broader social context. The author has done a very thorough study. The book shows the links between the larger social structure and day-to-day life. In fact, it shows the work people do to create (and sometimes contest) the larger social structure—in this case, gender, ethnic, and class identities." — Kathryn M. Anderson-Levitt, University of Michigan, Dearborn

• Foreword by Douglas FoleyPrefaceAcknowledgmentsIntroductionEducational Theory and School EthnographyIndigenous Peoples, Schools, and the Nation-State1 Ethnicity and the Construction of NationhoodFrom Conquest to Crisis: An Overview of Bolivia's Political DevelopmentThe Indigenous Metropolis: Urban Aymarasin La PazPopular Culture and "The Language Problem"Obstacles to the Construction of a Unified and Unifying Bolivian NationalismRace and Class in the Nationalist ProjectOfficial History and Popular Humor: Public Tropes of Ethnic and International ConflictFinding a "We": Defining Lo Boliviano against a Hostile World2 Rural Schooling in BoliviaRoots of Aymara Education: The Struggle for Land and LiteracyRural Education in the Twentieth Century: Government Takes up the ReinsReverence and Resentment: Teachers and Rural CommunitiesOn the Threshold of Reform3 Student Life at the Normal School"Peor que nada es quedarse...": Career Choices and the Lack ThereofStudents as Regulated SubjectsDormitory Life4 Curriculum and IdentityThe Reproduction of Ideology in Schools: Socialization as the Interpellation of Student-SubjectsThe Citizen in the Nation, the Nation in the WorldProletarian Professionals: The Ambiguous Class Identity of Bolivian TeachersThe Teacher in the Rural Community: Solidarity and Social DistanceUneasy Positionings on the Field of Race-or, "We Have Met El Hermano Campesino and His Is (not?) Us"Gender Ideology in the Normal School: Frozen Images and Structured SilencesConclusion: Rural Education and the Race/Class Intersection5 Commodified Language and Alienated Exchange in the Normal SchoolPedagogical Praxis and "School Knowledge"The Capitalist Mode of Symbolic Production: Schoolwork as Alienated Labor6 Student Resistance to Commodification and Alienation: Silence, Satire, and the Academic Black MarketResistance in the ClassroomThe Linguistic Black Market: Illicit Exchange in the Academic EconomyStudent Resistance through Expressive Practices7 An Alternative Vision: Notes toward a Transformative Bolivian PedagogyDía del Indio, Los Pozos (August 1, 1993)Socialization and the Multiple SubjectPolitical Practice and Popular CultureRehabilitating Marx: Hegemonic Subject Positions as Alienated Use ValuesBuilding a Democratic PedagogySchooling as Cultural CritiqueDirections for Future ResearchStructural Pessimism vs. Strategic OptimismAppendix: Interviewed StudentsNotesBibliographyIndex

Aurolyn Luykx teaches in the Linguistic and in the Pedagogy departments at the Universidad Mayor de San Simon (UMSS), Cochabamba, Bolivia.

"The Citizen Factory is a testimony to the organic character of all ethnographic interpretation...This study of a Bolivian Normal School will challenge comparative politics and comparative education scholars to rethink their studies of political socialization. Moreover, fellow anthropologists will be drawn to [the author's] theoretical model for studying ideological hegemony and identity construction. In short, Luykx has produced an 'educational ethnography' that extends the genre itself." — Douglas Foley, from the Foreword"The ethnographic descriptions are rich, and well embedded in history and in the broader social context. The author has done a very thorough study. The book shows the links between the larger social structure and day-to-day life. In fact, it shows the work people do to create (and sometimes contest) the larger social structure—in this case, gender, ethnic, and class identities." — Kathryn M. Anderson-Levitt, University of Michigan, Dearborn

• Foreword by Douglas FoleyPrefaceAcknowledgmentsIntroductionEducational Theory and School EthnographyIndigenous Peoples, Schools, and the Nation-State1 Ethnicity and the Construction of NationhoodFrom Conquest to Crisis: An Overview of Bolivia's Political DevelopmentThe Indigenous Metropolis: Urban Aymarasin La PazPopular Culture and "The Language Problem"Obstacles to the Construction of a Unified and Unifying Bolivian NationalismRace and Class in the Nationalist ProjectOfficial History and Popular Humor: Public Tropes of Ethnic and International ConflictFinding a "We": Defining Lo Boliviano against a Hostile World2 Rural Schooling in BoliviaRoots of Aymara Education: The Struggle for Land and LiteracyRural Education in the Twentieth Century: Government Takes up the ReinsReverence and Resentment: Teachers and Rural CommunitiesOn the Threshold of Reform3 Student Life at the Normal School"Peor que nada es quedarse...": Career Choices and the Lack ThereofStudents as Regulated SubjectsDormitory Life4 Curriculum and IdentityThe Reproduction of Ideology in Schools: Socialization as the Interpellation of Student-SubjectsThe Citizen in the Nation, the Nation in the WorldProletarian Professionals: The Ambiguous Class Identity of Bolivian TeachersThe Teacher in the Rural Community: Solidarity and Social DistanceUneasy Positionings on the Field of Race-or, "We Have Met El Hermano Campesino and His Is (not?) Us"Gender Ideology in the Normal School: Frozen Images and Structured SilencesConclusion: Rural Education and the Race/Class Intersection5 Commodified Language and Alienated Exchange in the Normal SchoolPedagogical Praxis and "School Knowledge"The Capitalist Mode of Symbolic Production: Schoolwork as Alienated Labor6 Student Resistance to Commodification and Alienation: Silence, Satire, and the Academic Black MarketResistance in the ClassroomThe Linguistic Black Market: Illicit Exchange in the Academic EconomyStudent Resistance through Expressive Practices7 An Alternative Vision: Notes toward a Transformative Bolivian PedagogyDía del Indio, Los Pozos (August 1, 1993)Socialization and the Multiple SubjectPolitical Practice and Popular CultureRehabilitating Marx: Hegemonic Subject Positions as Alienated Use ValuesBuilding a Democratic PedagogySchooling as Cultural CritiqueDirections for Future ResearchStructural Pessimism vs. Strategic OptimismAppendix: Interviewed StudentsNotesBibliographyIndex