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This paper explains how a comparatively weak Indigenous movement succeeded in establishing a precedent of Indigenous prior consultation reform in a national context adverse to Indigenous rights. The in-depth study of Peru shows that alliances between civil society actors and people inside certain state institutions who supported Indigenous claims can explain this outcome. The paper focuses on the collaboration of many human rights lawyers who became part of the Peruvian state. Still, the analysis also shows the limits and challenges of these alliances, particularly in the regulation phase. The paper shows that progressive state activists without strong ties to social movements, and the barriers they face inside institutional settings, can also contribute to the reproduction of weak institutions, particularly during the regulation phase of approved norms. The paper is based on long-term qualitative research in Peru. Data is culled from various source documents and semi-structured interviews with key actors, bureaucrats, Indigenous leaders and human rights professionals. [ABSTRACT FROM AUTHOR]

The increasing number of claims filed by Indigenous peoples against pollution caused by extractive industries makes the challenge of factualizing and measuring the damage caused in their territories necessary. In Peru, the Kukama Kukamiria people are among the most affected by the various spills from the North Peruvian Pipeline since its construction, one of the most well-known occurred in the lower Marañón River in 2014. This paper is about the efforts and limitations involved in aligning the Kukama Kukamiria's experiences with the criteria and frameworks for measuring damage and compensation amid the toxic environment and the complicated time and space of late capitalism. Based on ethnographic research and considering the judicial processes, the analysis found that compensation became a tool of dispute in which incommensurable Indigenous worlds emerged to claim for their incommensurability to exist. But in the Peruvian neoliberal and extractive context, compensation also became a technique for governing Indigenous lives and natures in a way that excludes those worlds. [ABSTRACT FROM AUTHOR]

The growing value of forest resources has produced an increasing regulation of the use of forest resources in the national states of the Amazonian region. The new generation of forest norms have established a standardised system for the utilisation of forest resources based on two main aspects: the elaboration of forest management plans, and the granting of forest licences by the State's authorities. However, this system has also increased the barriers for applying TFRK in indigenous lands because the current forest norms do not always consider their knowledge, their customary law, and their values. In view of this problem, this paper identifies the gaps and opportunities of the ICH Convention for protecting the TFRK of Amazonian indigenous peoples, considering the national legal frameworks of Bolivia, Brazil, Ecuador and Peru. For doing this, firstly the connection between TFRK and intangible cultural heritage is shown. Secondly, the duties of the national States in relation to TFRK established by the ICH Convention are identified. Thirdly, it is discussed the form TFRK of Amazonian indigenous peoples is regulated in the national legal systems. Finally, it is analysed how the national norms that regulate TFRK of Amazonian indigenous peoples accommodate the ICH Convention. [ABSTRACT FROM AUTHOR]

This paper focuses on rural and indigenous girls and their mothers in Peru, examining how they position schooling and education in their current life and future aspirations, in order to better understand girls' increasing participation in education. It is argued here that the high educational aspirations girls and their families have are not only related to the desire to overcome poverty and marginalisation but also to oppressive gender relations. The widening of female roles available to young rural women is impacting on their identities and life projects. The paper shows that these processes are not purely individual but intertwined with intergenerational agreements, family projects, and shared understandings of the changes needed to improve the life of young women, revealing important transformations in rural and indigenous families. The paper analyses qualitative data from boys and girls in three settings and focuses in more detail on three in-depth case studies. [ABSTRACT FROM PUBLISHER]

This paper examines teachers' implementation of a bilingual intercultural education (BIE) program in Peru. This program is inspired by global policies that promote cultural pluralism and educational access to marginalized indigenous populations. Broadly addressed in policy in Andean countries, interculturalism in Peru has remained a core educational principle with a neglected pedagogy. The lack of preparation of BIE teachers in intercultural pedagogy has both forced and allowed them intuitively to make sense of interculturalism in practice. Based on an ethnographic study of BIE teachers, this paper discusses teachers' interpretations of interculturalism and of indigenous culture. The study aims to inform educators and policy-makers concerned with interculturalism about the challenges and possibilities of a pedagogy that affirms diversity and advocates quality education for all. Este articulo examina la implementacion del programa de educacion bilingue intercultural (EBI) en el Peru. EBI se inspira en politicas globales que promueven el pluralismo cultural y el acceso educativo de las poblaciones indigenas marginadas. Siendo parte de la politica nacional de distintos paises andinos, la interculturalidad en el Peru se ha mantenido como principio educativo con una pedagogia negada. La falta de preparacion profesional de los maestros en pedagogia intercultural ha forzado y a la vez permitido una interpretacion intuitiva de EBI en la practica. Basado en un estudio etnografico de maestros EBI, este articulo analiza las interpretaciones de los maestros sobre interculturalidad y la cultural indigena. Este estudio intenta informar a educadores y politicos interesados en la interculturalidad, sobre los retos y las posibilidades de una pedagogia que afirma la diversidad y que promueve una educacion de calidad para todos. [ABSTRACT FROM AUTHOR]

Peru's Quechua-speaking indigenous people have been portrayed by the dominant Spanish-speaking society in different ways throughout the five centuries since the Conquest, in response to contemporary social, political and literary trends. Nevertheless, they have always been perceived as ‘the other’ by mainstream society, and have rarely had a voice of their own. It may be, however, that in the 21st century they are able to reclaim their voice, although the ways in which they choose to do so may surprise us. This paper examines the portrayal of the highland Quechua people in Peruvian literature, government documents, academic writings and the media. Rather than an in-depth study, it is a survey of the differing perceptions of the Quechua people from the late 16th century to the beginning of the 21st century, with reference to the Inca Empire, romantic portrayals in 19th-century poetry, the sociological interpretations of the ‘Indian problem’ in early 20th-century Peru, and the use of indigenous people as political or spiritual symbols in more recent times. [ABSTRACT FROM PUBLISHER]