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I. INTRODUCTION
ON August 15, 2009 Hugo Chavez enacted the Organic Education Law ("Law" or "Education Law"), and triggered a contagion of controversy and criticism across Venezuela and the rest of the world.1 The clash between Chavez supporters and right-wing activists neither began nor ended on that date; however, many of the conflicts between the sides are rooted in the policy and ideas incorporated in this law.2 The Law focuses on the education system and its constituent parts, yet goes beyond the traditional scope of education and seeks to create a seamless society based on fundamental principles that are universally applicable to Venezuelan culture.3
II. BACKGROUND
The Venezuelan National Assembly passed the Law after a twelvehour legislative session; however, the bill had been in the making since its first draft in August 2001.4 "Organic" designates the Law as being of the highest legal authority.5 Therefore, application and enforcement of the Law is required by the Bolivarian Constitution ("Constitution"), and it is the current authoritative document on education for Venezuela.6 The Law confirms the premise in the Constitution which provides, "education is a human right and a fundamental social duty; it is democratic, free of charge, and obligatory."7 Additionally, it is based on the "Bolivarian Doctrine," and represents a key tenet of Chavez's revolution inspired by the 19th century Latin American leader Simon Bolivar.8 But due to the intense partisan opposition and significant worldwide media coverage, the exact content of the bill has been obscured, leaving many confused and keeping Venezuelan leaders on the defensive against widespread "opposition propaganda" and inflammatory rumors.9
Many have critiqued the Venezuelan National Assembly and the Education Law for its history of hasty decisions under "clandestine" terms.10 But debate over the education system has been flowing since Chavez took office in 1999 and has yet to die down.11 Amidst widespread visible protest, public discussions with legislators were reportedly held via "street parliament" sessions where they received proposals and objections from individuals and organizations over the past eight years of drafting the bill.12 The information and discussion assemblies were primarily organized and attended by students and university officials in favor of a new education law that incorporates socialist policies.13 A key reason for the majority-dominated legislature was the 2005 election boycott...