An important contribution to the growing body of work on Latin American policy making in education, this volume presents a critical analysis of the conflicts and contradictions inherent in educational policy planning in Mexico since the early 1970s. In an effort to forge a clearer and more comprehensive understanding of the processes involved, the authors examine the complex relationships among the politics of a corporative State built on the remains of a revolutionary tradition, the current model of associated-dependent development, and the process of policy formation in formal and nonformal education. Analysis of specific cases enables the authors to present an overview of the factors involved in the designing, planing, and implementation of educational policies in Mexico, as well as assessing the effects of educational change on the poorest sectors of its society. Morales-Gomez and Torres begin by analyzing some of the political economy factors that historically have determined the current process of associate-dependent development in Mexico and how they have evolved and shaped the role of education in the country. They show how educational policies and practices are affected by the processes of sociopolitical change that underly the formation and evolution of the corporatist State. A critical review of the structure and functioning of the educational system in Mexico precedes three case studies of formal and nonformal education that illustrate the relationships among the predominant ideas shaping current development in the country, the process of policy formation in education, and the actual practice of formal and nonformal education. The first case study examines primary education as a manifestation of the contradictions in educational policy; the second focuses on some of the nonformal initiatives carried out by the government over the last two decades; and the third looks at adult workers' education.

The purpose of this contributed volume is to examine the links among research, policy, and change in education in Latin America in the context of the relationships between the economy, politics, and the state in the 1980s. The case analyses will discuss the challenges these societies face in education in their progression towards the twenty-first century. In its various sections, the book addresses the following questions: How did education respond during the 1980s to the major sociopolitical and economic changes that affected these countries? How did the changes in the 1980s affect the relationships between education, society, and the state, and what lessons can be learned from the interaction between research and policy that may help in understanding the developmental role of education in the 1990s? And is educational research and policy helping to improve the social condition of minorities in Latin America? This volume will be of interest to scholars and policymakers in Latin American studies, educational research, education policy, and educational planning.

Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.

For decades, Mexican leaders and scholars as well as outside observers have spoken of a Mexican university system in crisis, expressing concern over student political activism and violence, declining quality of instruction and facilities, crowded campuses, and lack of employment for graduates. When the government harshly suppressed a student movement in 1968, world attention focused on the turmoil that was endemic in university life. During the severe economic slump of the 1980s, the fundamental weaknesses of the Mexican economy—its inefficiency and inability to compete in the world—were often attributed to failings of the university system. Using original quantitative data on the graduates of all Mexican universities in a dozen major professional fields since 1929, the author explores the nature of this purported "crisis" by examining a series of questions about the Mexican university system: How have the changing policy priorities of the Mexican government affected the university’s education of professionals? How have the Mexican economy’s needs for professionals shaped the functioning of the university system? Has Mexico trained "enough" professionals? Have they been trained in the "right" fields? Has the university been able to respond to demands for upward mobility through higher education? The author’s detailed analysis reveals a paradox: to the extent that Mexican universities may not be producing the kinds of expertise needed for competing in the new global marketplace, that educational quality has declined gradually over time, and that the university has not contributed much to social mobility, one may indeed speak of a crisis. Yet because the university system has reached its present form in response to demands placed on it be government, the economy, and society, responding pragmatically to circumstances beyond its control, the author concludes that the crisis is not fundamentally a university crisis, but rather one that lies in Mexican economy and society at large.

The Salinas administration's reforms in Mexico generated widespread attention and questions. This book addresses those questions, examining the impact of the recent reforms on the state's relations with key social and political actors and assessing reform initiatives.

This book explores the relationship between neo-liberalism, state power and global governance, exploring national differences in the exercise of state power in a variety of industrialized and developing economies. Among the strengths of this volume are its detailed global scope, its range of case studies in diverse policy areas, its analysis and critique of neo-liberalism, in theory and practice, and its impact upon state power and global governance.

A free open access ebook is available upon publication. Learn more at www.luminosoa.org. Sometimes leaving home allows you to make an impact on it—but at what cost? Exit and Voice is a compelling account of how Mexican migrants with strong ties to their home communities impact the economic and political welfare of the communities they have left behind. In many decentralized democracies like Mexico, migrants have willingly stepped in to supply public goods when local or state government lack the resources or political will to improve the town. Though migrants’ cross-border investments often improve citizens’ access to essential public goods and create a more responsive local government, their work allows them to unintentionally exert political engagement and power, undermining the influence of those still living in their hometowns. In looking at the paradox of migrants who have left their home to make an impact on it, Exit and Voice sheds light on how migrant transnational engagement refashions the meaning of community, democratic governance, and practices of citizenship in the era of globalization.

This book focuses on important theoretical and policy debates on educational reform, with detailed analyses of reforms in 11 countries. It also explores the effects of geographical location, political ideology, and economic structure on shaping educational reform. Individual case studies are included on Australia, Cote d'Ivoire, England, Hungary, Israel, Mexico, New Zealand, Nicaragua, Spain, Tanzania, and the United States. The book covers the role of reform in changing education and addressing problems in the educational system, as well as its wider role in deflecting crises in the political and economic system, plus the effect of reform on educators, and educators upon reform. Extensive bibliography and reference lists accompany each chapter, including the introduction and conclusion. Contributors include: N'Dri Thérese Assié-Lumumba, John M. Barrington, Susan F. Cooper, Peter Darvas, Sara Morgenstern de Finkel, Esther E. Gottlieb, Tukumbi Lumumba-Kasongo, Don Martin, Henry D. R. Miller, Rolland Paulston, Rajeshwari Raghu, Susan Rippberger, Susan L. Robertson, Carlos Alberto Torres, George E. Urch, Roger R. Woock, and Hugo Zegarra.

Intertwining policy analysis and ethnography, José Tenorio examines how, and why now, the promotion of healthy lifestyles has been positioned as an ideal ‘solution’ to obesity and how this shapes the preparation, sale and consumption of food in schools in Mexico. This book situates obesity as a structural problem enabled by market-driven policy change, problematizing the focus on individual behavior change which underpins current obesity policy. It argues that the idea of healthy lifestyles draws attention away from the economic and political roots of obesity, shifting blame onto an ‘uneducated’ population. Deploying Foucault’s concept of dispositif, Tenorio argues that healthy lifestyles functions as an ensemble of mechanisms to deploy representations of reality, spaces, institutions and subjectivities aligned with market principles, constructing individuals both as culprits for what they eat and the prime locus of policy intervention to change diets. He demonstrates how this ensemble enmeshes within the local cultural and economic conditions surrounding the provisioning of food in Mexican schools, and how it is contested in the practices around cooking. Expanding the conversation on the politics of food in schools, obesity policy and dominant perspectives on the relation between food and health, this book is a must-read for scholars of food and nutrition, public health and education, as well as those with an interest in development studies and policy enactment and outcomes.

This book offers a relevant sample of the current research on Latin American education in comparative perspective. In their introduction, Torres and Puiggros, two of the most recognized researchers of Latin American education, draw from political sociology of education, theories of the state, history of education, and deconstructionist theories to focus on changes in state formation in the region and its implications for the constitution of the pedagogical subject in public schools. Throughout the different chapters, the contributors present and analyze the most relevant topics, research agendas, and some of the key theoretical and political problems of Latin American education.