Pueblos de indios y educación en el México colonial, 1750 - 1821

Estrada, Dorothy Tanck de

doi:10.2307/j.ctv3f8qv0

Cited by 95 publications

(11 citation statements)

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“…In short, social differences in age numeracy were small and in one case even negative in 18 th century Mexico. This is consistent with the observation of Tanck de Estrada (1999) that the Bourbon reforms of the 18 th century had some positive impact even on school building in Indio villages, that is, for the poorest Mexicans. However, the late 19 th century saw a highly stratified society with large differences.…”

Section: Development Of Educational Inequalitysupporting

confidence: 92%

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison

Baten¹,

Mumme²

2010

RHE / JILAEH

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This paper explores the inequality of numeracy and education by studying school years and numeracy of the rich and poor, as well as of tall and short individuals. To estimate numeracy, the age-heaping method is used for the 18 th to early 20 th centuries. Testing the hypothesis that globalization might have increased the inequality of education, we find evidence that 19 th century globalization actually increased inequality in Latin America, but 20 th century globalization had positive effects by reducing educational inequality in a RESUMENEn este artículo se estudia la inequidad en la alfabetizació n matemá ticanumeracy-y en la educació n analizando los añ os de escolarizació n y alfabetizació n matemá tica de ricos y pobres, ya sean individuos altos o bajos. Para estimar la alfabetizació n matemá tica utilizamos el método age heaping para los siglos XVIII y XIX. Contrastando la hipó tesis de que la globalizació n puede haber incrementado la inequidad educacional, encontramos evidencias de que la globalizació n del siglo XIX aumentó esta inequidad mientras la globalizació n del siglo XX tuvo, sin embargo, efectos positivos en la reducció n de la inequidad educacional en una amplia muestra de países en desarrollo. Ademá s, hemos encontrado evidencias que confirman la hipó tesis de la U invertida de Kuznets: una relació n positiva entre la inequidad educacional y el PBI per cá pita en el período anterior a 1913 y lo opuesto en el período posterior a 1945.Palabras clave: capital humano, desigualdad, age heaping, globalizació n

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Section: Development Of Educational Inequalitysupporting

confidence: 92%

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison

Baten¹,

Mumme²

2010

RHE / JILAEH

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“…Orders demanded that the local population learn to read and write in Spanish, which should have started schools that would operate on public funds, and teachers would receive a salary from the funds of Indian collective farms. It is important to note that these orders for the first time mentioned elementary schools for girls 3 [10].…”

Section: Analysis Of Recent Studies and Publicationsmentioning

confidence: 98%

“…Later, in 1778 and 1782, they ceased to insist on this mandate and emphasized the first letters by promoting, but not obligating, the Castilianization. As a result, teachers were often bilingual (Tanck De Estrada, 2000) [10]. 3 The most important were two royal orders: the one of February 16, 1688 and other of April 6, 1691 (MuroOrejón, A.…”

Section: Analysis Of Recent Studies and Publicationsmentioning

confidence: 99%

Education of the least protected strata of society in New Spain: the main features

Zhizhko¹,

Gallegos²

2018

RAES

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The article presents the results of historical and pedagogical research, the purpose of which was to identify the main features of the education of the least protected sectors of society in New Spain. The analysis of the authors of the original scientific and historical sources and scientific works of modern Latin American researchers allows us to draw the following conclusions. The education of the most marginalized populations in New Spain was in the interest of the Spanish crown and the Catholic Church. This was a state affair under the direct control of the Spanish monarchs, who in their hands signed a large number of orders on the study of the Law of God and the Castilian language of the indigenous population of the colonies and the opening of appropriate educational establishments, institutions for this purpose. So, already in the XVI century, the first schools for the Indians were initiated, where catechism was conducted by Catholic priests, first in the languages of local ethnic groups, and later only in Spanish. Based on the research, the authors found that the "sweeping" of the numerous ethnic groups in New Spain led to the loss of their identity and language. It has been established that the colonial economy was based on the exploitation of representatives of the conquered peoples. It has been noted that the Roman Catholic Church was the most important instrument of political and cultural influence on the Indians. As a result of studying the original documents, it was revealed that the Christianization of the Indians was carried out by creating conditions that justified the concession of the so-called western territories of the Spanish monarchy. It was found that the first attempt to introduce the formation of marginal groups of the population of New Spain can be called the decision of the Third Mexican Council (III Concilio Mexicano, 1585) on the compulsory study of the Indian language and the use of the monks for the local population evangelization, as well as royal orders for neighborhood. In total, the study found that the formation of the most vulnerable segments of the population in New Spain took place in two main directions: it served as a radical modification of material life (through the introduction of new technologies), as well as the transformation of spiritual existence (through a new religion).

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“…w pracach: Música y teoria de grupos finitos (1984), El sonido en Rulfo (1989), El continuo de las escalas. Teoría d1 (2004), Realidad e imaginación continuas.…”

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Teoria kompozycji discontinuum-continuum meksykańskiego kompozytora Julio Estrady

Salas

2017

KMMUJ

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Pueblos de indios y educación en el México colonial, 1750 - 1821

Cited by 95 publications

References 0 publications

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison

Education of the least protected strata of society in New Spain: the main features

Teoria kompozycji discontinuum-continuum meksykańskiego kompozytora Julio Estrady

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Pueblos de indios y educación en el México colonial, 1750 - 1821

Cited by 95 publications

References 0 publications

Globalization and educational inequality during the 18thto 20thcenturies: Latin America in global comparison

Globalization and educational inequality during the 18thto 20thcenturies: Latin America in global comparison

Education of the least protected strata of society in New Spain: the main features

Teoria kompozycji discontinuum-continuum meksykańskiego kompozytora Julio Estrady

Contact Info

Product

Resources

About

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison

Globalization and educational inequality during the 18^thto 20^thcenturies: Latin America in global comparison