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With respect to public issues, history matters. With the worldwide interest for historical issues related with gender, religion, race, nation, and identity, public history is becoming the strongest branch of academic history. This volume brings together the contributions from historians of education about their engagement with public history, ranging from musealisation and alternative ways of exhibiting to new ways of storytelling.
This unique volume addresses issues of gender in education by examining the work experiences and policies affecting women and teaching in Latin America, North America and parts of Europe, with a focus on the social construction of women teachers.
In this work, 17 essays by leading scholars examine how education has influenced the history of Latin America, from the restricted schools of the early 19th century to today's bureaucracy.
In the first decade of the 19th century the U.S. and Mexico reached out to one another to initiate diplomacy, trade, and cultural borrowings. Each faced the task of decolonization and nation-building. This book explores the political and cultural history of Mexico at the time of its independence from Spain. At the center of the study are letters written to the Philadelphia book publisher Mathew Carey by Thomas Robeson, a book agent Carey sent to Mexico in 1822. Author Vogeley demonstrates the important role that the inter-American book trade played in the formation of post-colonial national identities in the Americas and casts a new light on the historical interconnections between print capitalism and nationalism. Illustrations.
Why did the Zapatista rebellion occur in Chiapas and not in some other state in southern Mexico where impoverished, marginalized indigenous peasants also suffer a legacy of exploitation and repression? Stephen Lewis believes the answers can be found in the 1920s and 1930s. During those critical years, Mexico's most important state- and nation-building agent, the Ministry of Public Education (SEP), struggled to introduce the reforms and institutions of the Mexican revolution in Chiapas. In 1934 the administration of president Lázaro Cárdenas endorsed "socialist" education, turning federal teachers into federal labor inspectors and promoters of agrarian reform. Teachers also attempted to "in...
Despite international congresses and international journals, anthropologies of education differ significantly around the world. Linguistic barriers constrain the flow of ideas, which results in a vast amount of research on educational anthropology that is not published in English or is difficult for international readers to find. This volume responds to the call to attend to educational research outside the United States and to break out of “metropolitan provincialism.” A guide to the anthropologies and ethnographies of learning and schooling published in German, French, Spanish, Portuguese, Italian, Slavic languages, Japanese, and English as a second language, show how scholars in Latin America, Japan, and elsewhere adapt European, American, and other approaches to create new traditions. As the contributors show, educators draw on different foundational research and different theoretical discussions. Thus, this global survey raises new questions and casts a new light on what has become a too-familiar discipline in the United States.
This book reinvigorates the debate on the Mexican Revolution, exploring what this pivotal event meant to women. The contributors offer a fresh look at women's participation in their homes and workplaces and through politics and community activism. Drawing on a variety of perspectives, the volume illuminates the ways women variously accepted, contested, used, and manipulated the revolutionary project. Recovering narratives that have been virtually written out of the historical record, this book brings us a rich and complex array of women's experiences in the revolutionary and post-revolutionary era in Mexico.
A sweeping look at the complicated concept and history of Indigeneity in Mexico--Provided by publisher.