Running head: ANNOTATED BIBLIOGRAPHY SET 1

Annotated Bibliography Set 1

Hannah Russell
College of DuPage
English 1102
15 March 2015

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Annotated Bibliography
References
Chimombo, J. P.G. (2005). Issues in basic education in developing countries: An exploration of
policy options for improved delivery [PDF]. Journal of International Cooperation in
Education, 8(1), 129-152. Retrieved from http://home.hiroshima-u.ac.jp/cice/wpcontent/uploads/2014/03/8-1-11.pdf
This article encompasses the problem of access to education in all areas and parts of
the world. It presents all of the issues that can have an affect and contribute to the
problems that arise with inequalities in education. These include cost, gender
equalities, efficiency and quality, relevance, effectiveness, and financial issues. This
provides a broad examination and explanation of the many factors that all contribute to
education problems in developing nations. In the article it explains how many societies
feel the need to choose between household duties and a steady income and giving the
child an education. It also discusses how certain gender differences and inequalities
may be affected by the customs and cultures of that particular society. A good point
was made on page 132 which says, "adapting educational services to the specific
needs of deprived local communities." This point could be tied to my discussion of
indigenous societies later on which could be considered a type of "deprived local
communit[y]."
Gigler, B.-S. (2009). Poverty, inequality and human development of indigenous peoples in
Bolivia [PDF]. Retrieved from http://pdba.georgetown.edu/CLAS
%20RESEARCH/Working%20Papers/WP17.pdf

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This source focuses on the country of Bolivia and the economic and social parts of this
country that have experienced certain inequalities over the decades. It gives statistics
relating to the presence of indigenous groups in this region of South America. Also, it
provides diagrams and maps which depict the distribution of poverty and the regions
that indigenous groups comprise. In addition, it discusses the different dimensions of
the economy which are vital to examine to understand the factors that contribute to the
marginalization of certain groups. An interesting number that this paper gives is the
fact that 40% of the indigenous groups that live in Bolivia are only monolingual which
could be an explanation for the difficulties that these children face when being
educated in Spanish. This fact is on page 5 of the paper. This source will be useful
when focusing on one of the developing countries of South America.
Hillman, A. L., & Jenkner, E. (2004). Educating children in poor countries [PDF]. Economic
Issues. Retrieved from http://www.imf.org/external/pubs/ft/issues/issues33/
This journal article examines the data and the economic issues surrounding the
problem of unequal access to education. It focuses on developing and under-resourced
countries throughout the globe such as those in Asia and Africa. However, it does
mention some important things to note about the subject in Mexico. This point is made
at the bottom of the fourth page, which talks about Mexico's Progresa Program and
how has helped to cut the cost of attending school in this region of the world. This
may be important to note when focusing in on that country. Overall, this article will be
very beneficial when looking at the contributing factors to why education is not a
universally equal part of society and it also provides statistical data of school
attendance among different populations. Also, it focuses on inequalities in gender in

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regards to educational opportunities available for males and females.
Key Words: user payments, disparities, education, demand
Parker, S. W., Cava, L. R., & Teruel, G. (2002, January). Schooling inequality among the
indigenous: A problem of resources or language barriers? [PDF]. Retrieved from
http://www.iadb.org/res/publications/pubfiles/pubr-438.pdf
This source was solely focused on the inequalities in education in the country of
Mexico. It examines how kids from indigenous societies that are monolingual in their
specific indigenous language have lower academic performance than those students
that are bilingual. Also, it provides data about the amount of ethnic groups and
languages that are present in Mexico which is important in understanding the scope of
the problem that is present in the country. This information is found on page 9. Also,
another interesting piece of information present in this source is more information on
the Progresa program in Mexico which has aided in certain anti-poverty initiatives
which includes those related to education. This is found on page 11. This source would
be beneficial when focusing in on a particular developing country and how that
country (in this case, Mexico) and its diverse populations are being educated and what
are the possible factors that contribute to the inequalities present in the quality of
education that they receive.
Key words: indigenous, bilingual, social exclusions, language barriers, Spanish
Snyder, S. (2008). The roots and repercussions of educational inequality on the indigenous
populations of peru [PDF]. Stanford Journal of International Relations, X(1), 52-59.
Retrieved from https://web.stanford.edu/group/sjir/pdf/Peru_v2.pdf

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This journal article discusses all of the aspects of inequality in education among
indigenous and marginalized individuals only in the country of Peru. It examines the
levels of literacy among citizens of Peru and why certain people in this developing
nation may have lower literacy levels than others. In addition, it gives an overview of
the Peruvian educational system in order to better understand why schooling may not
be available for certain people from under resourced parts of Peru. Another important
piece of this source is that it provides a case study (Moquegua and Lima) to examine
how government funding is distributed throughout Peru and how this may affect the
quality of education being provided. A possible solution that this article discusses to
this barrier between indigenous children and non-indigenous children in Peru is the
practice of bilingual education. This article will be helpful when focusing in on one
specific country such as Peru and looking at the components of the problems of a
developing country. Also, due to the fact that Peru has a high percentage of people
from indigenous communities will allow this part of the paper to focus on this
particular issue more closely.

Arocena, F., & Porzecanski, R. (n.d.). Ethnic Inequality, Multiculturalism and Globalization. The
cases of Brazil, Bolivia and Peru. [PDF]. Unpublished manuscript. Retrieved from
http://www.multiculturalismoenuruguay.com/Docs/Articulos/IJCSArocena.pdf
This source focuses on three separate regions of Latin America to examine the
multiculturalism and different forms of discrimination present there. These regions
include Brazil, Bolivia, and Peru-two of which I am currently investigating for my
research paper. It compares the indigenous descendants to those of Afro-descent that

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are present in Bolivia and the similarities that they share. This source also explains the
difference between assimilation and multiculturalism, which are apparently two
completely different strategies for integrating or being a part of a societies culture.
These cultural identities are an important part to how indigenous interact with others
in developing countries. It also gives historical information about different groups and
movements that have impacted indigenous cultures throughout Peru (such as the
Pachakutek Movement for the Liberation of Tahauntinsuyu). This article will be
helpful in my discussion about the countries of Bolivia and Peru.
D'Andrea, M. (2007, January 4). Peru: Inequality of Education for Indigenous Groups, the
Neglected Class. Unpublished manuscript.
This essay source provides more in-depth information on the cultural and political
aspects that relate to inequalities present in education, specifically to those associated
with the indigenous people groups of Peru. It has information about the origins of
inequality and provides historical evidence to back this up. Also, it provides more
information about social discrimination among these peoples and potential causes as to
why the indigenous children do not receive a high-quality education. An important
point is made on pages 5-6 where it says, "Rural children tend to enter late into the
school system because they often have to walk to school and only older children can
endure the journey." I found this piece of information to be quite interesting because I
did not think of such a simple aspect, such as mobility, to be a crucial factor in
determining a child's education. This source also talks about "Analphabetism" which
includes information on literacy levels and putting together abstract ideas. This data

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would be beneficial to my essay as well. This source is perfect for when I begin to
delve more into my research on the specific country of Peru.
Ferranti, D. D., Perry, G. E., Ferreira, F. H.G., Walton, M., Cody, D., Cunningham, W., . . .
Wodon, Q. (2003). Inequality in Latin America and the Caribbean: Breaking with
History? [PDF]. Retrieved from
http://www.cepal.org/ilpes/noticias/paginas/7/29107/inequality_latin_america_complete.p
df
Although this source, which is a book, is quite lengthy, it does provide very detailed
information about the economical and social factors that are important to examine
when researching the general causes of inequalities in developing countries. This book
contains over 300 pages so while all of the information is not relevant to my topic,
there are some sub-categories that are. One subject in the book is found on page 81
which is all about Group-Based Inequalities: The Roles of Race, Ethnicity, and
Gender. However, much of the material covered in this source is from an economic
and historical perspective, which I think is important when investigating a topic which
stems from some of these problems.This source will be used in the part of my research
where I look at the general issues of inequalities in developing countries. It will also
provide some reliable data regarding finances and such.
Kim, P., Hagashi, T., Carillo, L., Gonzalez, I., Makany, T., Lee, B., & Garate, A. (2010).
Socioeconomic strata, mobile technology, and education: A comparative analysis [PDF].
Springer Link, 1-32. Retrieved from http://link.springer.com/article/10.1007%2Fs11423010-9172-3#page-1

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This article discusses the education between urban and rural school, specifically in the
Baja California region of the country. It explores the use of mobile technologies that
could be used in education and how it may improve the literacy levels and learning
strategies of children living in under-resourced areas. It provides data from an
experiment where they gave mobile technologies to students at an urban slum school
and to students at a rural village school. Then, they compared the results of the two
different groups of students to see how the mobile technology may have helped them.
This source would be excellent when focusing on the country of Mexico and how a
developing nation such as this could benefit (or not) from using technologies in the
classroom. This would bring another aspect to the research of education and
inequalities present in the country.
[Review Technology-Enhanced Learning in Developing Nations: A review, by S. Gulati]. (2008).
International Review of Research in Open and Distance Learning, 9(1), 1-16. Retrieved
from http://www.irrodl.org/index.php/irrodl/article/view/477/1011
This article focuses on how technology could benefit and even out the playing field for
students and the education that they receive. In this source, it talks about the educational
gaps and expansions in developing countries and the root causes behind these. Also, this
article disucesses the use and outcomes of distance learning. It gives an example of when
this strategy was employed in Mexico. This was called Telesecundaria and which
contained televised lessons into different remote classrooms (page 4). In addition, this
source explores the possibilities and potential benefits of using computers in education. It
talks about how remote villages face a certain set of disparities that do not allow them to
have the same opportunity to have access to these types of technologies. Overall, this

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source will be beneficial in looking at a different approach to how a globalizing world is
impacting and could potentially benefit or