Publications

Books

2025. Indianizing the Revolution: Ideological Formations and Radical Praxis in Andean Bolivia. University of Texas Press.

 

Journal articles and book chapters (selection)

2024 (with Marley Patricia Benítez). Possibilities and limitations of ethnoeducation: rethinking antiracist pedagogies in a Colombian elementary school. Pedagogy, Culture & Society, Pre-publicado 1–17. https://doi.org/10.1080/14681366.2024.2438298

2024. Language Revitalization as Postponed Aspiration: Aymara Anti-essentialist Ethnolinguistic Identity in Bolivia. The International Journal of the Sociology of Language, no. 287: 131-152.

2021. The Power of Phenotype: Toward an Ethnography of Pigmentocracy in Andean Bolivia. The Journal of Latin American and Caribbean Anthropology, 26(2), 219-236.

2020. When a pandemic intensifies racial terror, City, 24(5-6): 778-792.

2020. Divergent identities: competing indigenous political currents in 21st-century Bolivia, Latin American and Caribbean Ethnic Studies, 15(2): 130-153. 2

2020. What undecidability does: enduring racism in the context of indigenous resurgence in Bolivia, Ethnic and Racial Studies, 43(6): 976-994.

2020 (with Jaime Amparo Alves). El capitalismo racial, la zona de libre comercio de la alianza del pacífico y las geografías utópicas de la antinegritud en Colombia. Revista da Associação Brasileira de Pesquisadores/as Negros/as (ABPN) 12(34): 379-411.

2020 (with Tatiana Lizondo Díaz). "Para que los “salvajes” no vuelvan al poder: anatomía de la extrema derecha boliviana." En Omar Bravo (ed) Las nuevas derechas: un desafío para las democracias actuales. Cali: Editorial Universidad Icesi.

2019. "Frictions in Resistance: Imagining Post-neoliberal Developmental Possibilities." En Amiya Kumar Das and Dev Nath Pathak (eds) Investigating Developmentalism. New Delhi: Palgrave Macmillan, 219-237.

2019. Geographies of Indigenous Identity: Spatial Imaginaries and Racialized Power Struggles in Bolivia, Antipode 51(3): 949-967.

2018. From Populist to Institutionalist Politics: The Political Culture of Protests in Contemporary Bolivia, Critical Sociology 44(8): 61-74.

2017 (with Charles Hale). Rethinking the Left in the Wake of the Global ‘Trumpian’ Backlash, Development and Change 48(4): 834-844.

2015. Beyond the Pure and the Authentic: Indigenous Modernity in Andean Bolivia, AlterNative: An International Journal of Indigenous Peoples 11(4): 321-333.

 

Research project as a CALAS fellow:

Title: Challenges in implementing ethno-education as an anti-racist pedagogical practice

Abstract: The project examines the possibilities and limitations of ethno-education as an anti-racist pedagogical practice. It is based on a study of two primary schools in the Colombian city of Cali, using methods such as classroom observation and experimental workshops. Although severe racial discrimination is normalized in Colombian educational institutions, the schools chosen for this study implement a different educational project based on the reappraisal of Afro-Colombian and indigenous cultures and the prevention of racial discrimination. The study reveals that the implementation of this educational project allows the school's students to question the overt forms of racial discrimination that are normalized in other schools and in society in general.

However, implicit forms of racial prejudice and internalized racism persist. Furthermore, they understood racism in terms of individual acts based on racial hatred, which obscures the structural reproduction of racial inequalities. Therefore, focusing on respect for diversity and equal treatment does not in itself enable students to understand the internalized and structural dimensions of racism. In this context, a comprehensive anti-racist educational praxis must emphasize the denaturalization of internalized forms of racism and the visibility of the structural reproduction of interracial inequalities. Given that racism has multiple dimensions and manifestations, it is necessary to design specific pedagogical strategies to address each of them. By analyzing the achievements and shortcomings of anti-racist pedagogical interventions in two schools, this project identifies the challenges in implementing such initiatives and proposes concrete alternatives. In this sense, in addition to advancing academic debates in the field of ethno-education and anti-racist education, the project has an important applied dimension, as it offers teachers examples of new pedagogical strategies and classroom activities for addressing complex issues such as racism and discrimination for students of different age groups.