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Through the discourses of financial-independence and «professionalisation» of offspring promoted by state-provided health-care and welfare (Juntos), Quechua women living in poverty find that upon entering motherhood their full citizenship becomes conditional on successful behaviours and stewardship of children to a more «desirable» livelihood than their own. This suggests that mothering-while-poor places a moral value on women that the state uses to justify monitoring and governing them. This paper is based on one-year's ethnographic-fieldwork in rural communities and health centres or posts in Vilcashuaman province, Ayacucho department, Peru. 100 interviews were conducted with women, men and health-workers, in addition to substantial participant-observation. Whilst the pervasive discourses overburden women's freedoms, there are alternatives to «professionalization» of indigenous-youth that do not require the financial literacy currently imposed on mothers. This paper suggests that moral values placed on poor-maternities are sometimes used unfairly as a justification for reproductive-intervention and revocation of full-citizenship for poor, indigenous women. [ABSTRACT FROM AUTHOR]

This article is based on ethnographic fieldwork I conducted between January and March of 2007 in a small rural village on the north coast of Peru as part of the research for my Master's Degree thesis. It addresses the ways that the rural youth give their own school experience. During the fieldwork, I lived in Chaquira for two months and conducted 18 in depth interviews with young people. I also visited the local high school and had informal conversations with different demographic groups in the village, mainly young parents (between 30 and 45 years old). Based on a definition of citizenship and a description of the youth's every day life, this paper analyzes the processes of exclusion, not only as a structural problem, but also as the situation of internal oppression within a determined social space. The objective is to think about social space of rural youth as spaces that enable or hinder the formation of participatory citizens. For this reason, I focuse on the aspects of school experiences and on social factors that contribute to the construction and exercise of citizenship. [ABSTRACT FROM AUTHOR]