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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:536525 |
| Date | January 1990 |
| Creators | Garduno Roman, Susana Asela |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/10018454/ |
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