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Lookup NU author(s): Professor Nina Laurie
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Indigenous professionalization is occurring throughout Latin America at an increasing pace as new careers open up in social development. Under what is heralded as socially inclusive neoliberalism, a "development with identity" paradigm is producing new university courses focused on indigenous issues. Influenced by discourses of social and human capital and addressing intersections of multiculturalism and development, these courses mobilize and help shape definitions of indigeneity; they also create spaces where donors and indigenous activists contest and debate understandings of development. Operating in a range of institutions, indigenous professionalization courses are led by a small elite group of academics and practitioners who move between programs and countries. Students also move transnationally. We argue that these courses, their classrooms and their curricula are intent on understanding intercultural situations transnationally, galvanizing international funding and support from bilateral and multilateral agencies as well as local and state actors. The social reproduction of indigenous professionalization is therefore transnational, yet grounded. At times, indigenous professionalization is socially reproduced by jumping scale; at other times, it works through established social and spatial hierarchies. This essay examines how indigenous professionalization is socially reproduced as a contested process through which notions of "good" and "culturally appropriate" development are constituted and consolidated. © 2003 Editorial Board of Antipode.
Author(s): Laurie N, Andolina R, Radcliffe S
Publication type: Article
Publication status: Published
Journal: Antipode
Year: 2003
Volume: 35
Issue: 3
Pages: 463-490
Print publication date: 01/07/2003
Online publication date: 28/08/2003
ISSN (print): 0066-4812
ISSN (electronic): 1467-8330
Publisher: Wiley-Blackwell Publishing Ltd.
URL: http://dx.doi.org/10.1111/1467-8330.00335
DOI: 10.1111/1467-8330.00335
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