The Mexican Revolution

Wilkie, James W.

doi:10.1525/9780520325494

Cited by 69 publications

(4 citation statements)

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“…Despite the enormous economic windfall brought about by the Mexican miracle, the proportion of federal spending devoted to education went from 12.6 percent in 1935 to 8.2 percent twenty years later. 118 The regime would no longer put the interests of the majorities above those of elites nor satisfy popu lar material needs if it meant sacrificing business or industry profits. The much-celebrated levels of economic growth that from 1940 to 1970 hovered at 6.5 percent did little to address unemployment, rural poverty, and wealth in equality.…”

Section: "A Crisis In Education"mentioning

confidence: 99%

“…Like so many prob lems at rural normales, the shortcomings stemmed from a lack of resources, including a dearth of qualified agricultural instructors. 118 Those imparting farming classes did not have training in agricultural techniques, while bona fide agronomists knew little about proper teaching methods. 119 To address such shortcomings, the reformed study plan imbued agricultural practices with greater curricular importance, increasing the number of hours of weekly instruction in these areas.…”

Section: Rural Normales a Curricular Updatementioning

confidence: 99%

“…Such an attitude, continued the text, resulted from the influence of previously progressive sep authorities-including Santos Valdés-who had sown fear among the student body, warning that continued agitation alongside campesinos would deliver "a death sentence to the rural normales." 118 Previous ideological divides became tactical ones as the small guerrilla group sought to lay the groundwork for armed insurrection. The resolutions of the Second Gathering that took place on Durango's northern border with Chihuahua are a good example of this radicalization.…”

Section: The Madera Attacksmentioning

confidence: 99%

“…"It's like treating cancer with an aspirin, " commented an op-ed on the reforms, "the headache will be gone, but the patient will never be cured." 118 Without a profound transformation of the system itself, student teachers experienced the changes as a haphazard reshuffling of class time, one "that takes hours from one subject to give to another, squeezing into three years what should be distributed into eight or nine." From a labor perspective, the reforms were even more problematic since "electronic minds" put it on teachers to resolve the prob lems of education through "appeals to the spirit of sacrifice and the apostolic nature of teaching."…”

Section: "Constant Reform"mentioning

confidence: 99%

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Unintended Lessons of Revolution

Padilla¹

2021

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In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution, Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations.

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Section: "A Crisis In Education"mentioning

confidence: 99%

Section: Rural Normales a Curricular Updatementioning

confidence: 99%

Section: The Madera Attacksmentioning

confidence: 99%

Section: "Constant Reform"mentioning

confidence: 99%

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Unintended Lessons of Revolution

Padilla¹

2021

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The ‘Group-Benefit’ Method: A New Methodology for Distributional Analyses of Fiscal Policies in Developing Nations

Cranmer¹

1988

The Distributional Impacts of Public Policies

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State Infrastructural Power and Nationalism: Comparative Lessons from Mexico and Argentina

Hau

2008

St Comp Int Dev

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This article focuses on the nexus between state infrastructural power and legitimacy. A comparative case study of nationalism in mid-twentieth-century Mexico and Argentina provides the basis for theorizing the impact of state infrastructural power on transformations of official understandings of nationhood. Both countries experienced a transition from liberal to popular nationalism. The extent to which popular nationalism became a regular product of state organizations varied between the two cases, depending on the timing of state development. The temporal congruence between the expansion of state infrastructural power and ideological change, as exemplified by Mexico under Cárdenas, facilitated the full institutionalization of the new official ideology, whereas a disjuncture between state development and ideological change, as exemplified by Argentina under Perón, inhibited such a comprehensive transformation of nationalism.

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The Mexican Revolution

Cited by 69 publications

References 0 publications

Unintended Lessons of Revolution

Unintended Lessons of Revolution

The ‘Group-Benefit’ Method: A New Methodology for Distributional Analyses of Fiscal Policies in Developing Nations

State Infrastructural Power and Nationalism: Comparative Lessons from Mexico and Argentina

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