Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536525
Title: Teachers, the state and professionalisation in Mexico
Author: Garduno Roman, Susana Asela
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1990
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Abstract:
This study is of two groups of teachers in Mexico: primary schools of the Secretariat of Public Education [SEP], and the National Autonomous University of Mexico [UNAM]. The thesis analyses the nature of their relationship with the State, especially in terms of how this has framed efforts to create a profession, and the reactions and resistance of teachers to various aspects of State control. Chapters one and two analyse Mexican authoritarianism, and the professionalisation of teachers in terms of Mexico, but also a comparative motif is introduced by counterpointing the Argentinean and Peruvian contexts. Chapter three deepens the analysis of Mexico showing how, in the inter-war period, the professionalism and professionalisation of teachers was affected by their social class origin, their training, the unions, and the styles of resistance which began to emerge. Chapter four extends the analysis into the period 1941 to 1970 and argues that predominantly right wing government policies led to conflicts involving teachers and led to a 2 consolidation of their unions. The State responded by trying to extend its control which resulted in increasing resistance on the part of teachers. Chapter five assesses the contemporary period, and the tensions between teachers, the government, and teachers' unions. Chapter six provides a conclusion.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.536525  DOI: Not available
Keywords: International and Lifelong Education
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