State governance and civil society in education: Revisiting the relationship

Abstract

Click to increase image sizeClick to decrease image size Notes 1Koselleck's conceptual history examines the ways in which certain words both reflect the history experienced by various actors in a given society and articulate their horizon of expectations. This approach also pays attention to the long-term continuities and transformations in the meaning of concepts, as well as their polysemy and contentious use by different actors in the dynamic of social change. Reinhart Koselleck, Futures Past: On the Semantics of Historical Time (New York: Columbia University Press, 2004). 2James C. Scott, Seeing Like a State (New Haven: Yale University Press, 1999). 3Jürgen Herbst, "Nineteenth-Century Schools between Community and State: The Cases of Prussia and the United States," History of Education Quarterly 42, no. 3 (2002): 318. 4Lynn Hunt, Politics, Culture and Class in the French Revolution (Berkeley: University of California Press, 1984); François Furet, Interpreting the French Revolution (Cambridge: University of Cambridge Press, 1981). 5Alan Knight, "The Weight of the State in Modern Mexico," in Studies in the Formation of the Nation State in Latin America, ed. James Dunkerley (London: Institute of Latin American Studies of the University of London, 2002), 212–53. 6Gilbert Joseph and Daniel Nugent, eds., Everyday Forms of State Formation. Revolution and the Negotiation of Rule in Modern Mexico (Durham, NC: Duke University Press, 1994). 7Émile Durkheim, Evolution of Educational Thought: Lectures on the Formation and Development of Secondary Education in France (London: Routledge, 1977). 8Louis Althusser, "Ideological state apparatuses," in Lenin and Philosophy and other Essays, (London: Monthly Review Press, 1971), 127–87; Pierre Bourdieu and Jean-Claude Passeron, Reproduction in Education, Society and Culture (London: Sage, 1977); Michel Foucault, Discipline and Punish: the Birth of the Prison (New York: Random House, 1975). 9The early publication of Gramsci's complete Prison Notebooks in Spanish (México, Juan Pablos, 1975–1979) contributed to this trend. 10Dorothy Tanck de Estrada, Pueblos de Indios y Educación en el México Colonial 1750–1821 (Mexico: El Colegio de México, 1999). 11Eugenia Roldán Vera, "The Monitorial System of Education and Civic Culture in Early Independent Mexico," Paedagogica Historica 35, no. 2 (1999): 297–331; Josefina Granja-Castro, "Narrations and Knowledges at the Beginning of Modern Schooling in Mexico," Paedagogica Historica 43, no. 6 (2007): 819–37. 12Luz Elena Galván, Soledad compartida. Una historia de maestros: 1908–1910 (Mexico: CIESAS, 1991/2010); Milada Bazant, En busca de la modernidad: Procesos educativos en el Estado de México 1873–1912 (Zinacantepec: El Colegio Mexiquense, 2002). 13For example, Ernesto Meneses Morales, Tendencias educativas oficiales en México Vols. 2 and 3, (Mexico: Universidad Iberoamericana, 1986 and 1988); Dorothy Tanck de Estrada, ed., Historia Mínima: La Educación en México (Mexico: El Colegio de México, 2010). 14The term magisterio is difficult to translate into English, as the Anglo-American tradition lacks an equivalent national body of unionised, Normal-school trained, federally hired teachers. 15Article 3 of the Mexican Constitution, as amended in 1934. 16Plan Sexenal del Partido Nacional Revolucionario (Mexico: PNR, 1934) 83–5. 17Alberto Arnaut Salgado, Historia de una profesión: los maestros de educación primaria en México, 1887–1994 (Mexico: Centro de Investigación y Docencia Económicas, 1996). 18See review by Anne Staples, "Recent Trends in the Historiography of Mexican Education", Paedagogica Historica 36, no. 3 (2000): 955–76. A synthesis for twentieth century is Alberto Arnaut Salgado, La federalización educativa en México: historia del debate sobre centralización y descentralización educativa (Mexico: El Colegio de México, 1998). 19Staples, "Recent trends", 967. 20Anne Staples, "La educación como instrumento ideológico del Estado. El conservadurismo educativo en el Mexico decimonónico," in El Conservadurismo mexicano en el siglo XIX, eds. Humberto Morales and William Fowler (Puebla: Benemérita Universidad Autónoma de Puebla, 1999); Valentina Torres Septién, La educación privada en Mexico 1903–1976 (Mexico: El Colegio de México, 1997). 21Carmen Castañeda, Luz Elena Galván and Lucía Martínez Moctezuma, eds., Lecturas y lectores en la Historia de México (México: Centro de Investigación y Estudios Superiores en Antropología Social, 2006); Daniela Traffano, "Educación, civismo y catecismos políticos. Oaxaca, segunda mitad del siglo XIX," Revista Mexicana de Investigación Educativa 12, 34 (2007): 1043–63; Eugenia Roldán Vera, "La escuela mexicana decimonónica como iniciación ceremonial a la ciudadanía: normas, catecismos y exámenes públicos," in Ciudadanos inesperados: espacios de formación de la ciudadanía ayer y hoy, ed. Ariadna Acevedo Rodrigo and Paula López Caballero (Mexico: El Colegio de México, 2012), 39–69. 22Antonio Padilla Arroyo and Lucía Martínez Moctezuma, eds., Miradas a la historia regional de la educación (Mexico: Miguel Ángel Porrúa y Universidad de Morelos, 2006). 23 Engracia Loyo, Gobiernos revolucionarios y educación popular en Mexico, 1911–1928 (Mexico: El Colegio de México, 1999); Guillermo Palacios, La pluma y el arado: los intelectuales pedagogos y la construcción sociocultural del "problema campesino" en México, 1932–1934 (Mexico: El Colegio de México, 1997). Actual participation of rural populations is best captured by Alicia Civera, Entre surcos y letras. Educación para campesinos en los años treinta (Zinacantepec: El Colegio Mexiquense, 1997) and subsequent publications. 24Mary Kay Vaughan, Cultural Politics in Revolution. Teachers, Peasants and Schools in México, 1930–1940 (Tucson: University of Arizona Press, 1997); Susana Quintanilla and Mary Kay Vaughan, Escuela y sociedad en el periodo cardenista (Mexico: Fondo de Cultura Económica, 1997); Susana Quintanilla, "Los principios de la reforma educativa socialista: imposición, consenso y negociación," Revista Mexicana de Investigación Educativa 1, no. 1 (1996): 137–52. 25Alicia Civera, Juan Alfonseca, and Carlos Escalante, eds., Campesinos y escolares: La construcción de la escuela en el campo latinoamericano, siglos XIX y XX (Zinacantepec: El Colegio Mexiquense, 2011); Elsie Rockwell, "Between the Community and the State: the Changing Role of the "director de escuela" in Post-revolutionary Mexico," Journal of Educational Administration and History 41, no. 3 (2009): 267–83. 26Elsie Rockwell, "Schools of the Revolution: Enacting and Contesting State Forms," in Everyday Forms of State Formation: Revolution and the Negotiation of Rule in Modern Mexico, ed. Joseph Gilbert and Daniel Nugent (Durham: Duke University Press, 1994), 170–208. 27Oresta López, Alfabeto y enseñanzas domésticas. El arte de ser maestra rural en el Valle del Mezquital (Mexico: Centro de Investigaciones y Estudios Superiores en Antropología Social, 2001); Luz Elena Galván Lafarga and Oresta López Pérez, eds. Entre imaginarios y utopías: historias de maestras (México: Centro de Investigaciones y Estudios Superiores en Antropología Social, 2008). 28Cecilia Greaves, Del radicalismo a la unidad nacional: una visión de la educación en el México contemporáneo, 1940–1964 (México: El Colegio de México, 2008). 29Mary Kay Vaughan, Cultural Politics; Laura Giraudo, Anular las distancias. Los gobiernos posrevolucionarios en México y las transformación cultural de indios y campesinos (Madrid: CEPC, 2008); Stephen Lewis, The Ambivalent Revolution. Forging State and Nation in Chiapas 1910-1945 (Santa Fe, NM: University of New Mexico, 2005). 30Ariadna Acevedo-Rodrigo, "Struggles for Citizenship? Peasant Negotiation of Schooling in the Sierra Norte de Puebla, Mexico, 1921–1933," Bulletin of Latin American Research 23, no. 2 (2004): 181–97; Ariadna Acevedo-Rodrigo, "Ritual Literacy: The Simulation of Reading in Rural Indian Mexico," Paedagogica Historica 44, no. 1–2 (2008): 49–65; Carlos Escalante, "Inspectores y maestros rurales ante la educación de los indígenas en el estado de México de las décadas de 1920 y 1930," Cuadernos Interculturales (Chile) 8, 14 (2010): 21–33. 31These debates involved the whole field of Mexican historiography; see special issue of Hispanic American Historical Review 79, no. 2 (1999). 32Mary Kay Vaughan, "The Construction of Patriotic Festival in Tecamachalco, Puebla," in Rituals of Rule, Rituals of Resistance, ed. William Beezley, William French, and Cheryl Martin, (Willmington DE: Scholarly Resources, 1994), 213–46; Josefina Granja Castro, "School Retardation in Mexico from 1920 to 1960: Conceptual Passages", Paedagogica Historica 48, no. 1 (2012): 99–120; Elsie Rockwell, "Walls, Fences and Keys: The Enclosure of Rural Indigenous Schools," in Materialities of Schooling, ed. Martin Lawn and Ian Grosvenor (Oxford: Symposium Books, 2005), 19–45. 33For example, Marco Calderón, Historias, procesos políticos y cardenismos: Cherán y la Sierra P'urhépecha (Zamora: El Colegio de Michoacán, 2004); Ariadna Acevedo Rodrigo, "La revolución en la periferia: la escuela rural federal de San Miguel Tzinacapan, Puebla, 1937–1952," in México y sus revoluciones, eds. Guillermo Palacios and Susan Deeds (México: El Colegio de México, in press); Juan Alfonseca, "El papel de las juntas y los comités de educación en la apropiación local de la escuela rural federal," Memoria, Conocimiento y Utopía 1 (2005): 63–85; Elsie Rockwell, "Popular Education and the Logics of Schooling," Paedagogica Historica 47, no. 1–2 (2011): 33–48. 34See recent research in Acevedo Rodrigo and López Caballero, eds., Ciudadanos inesperados. 35Antonio Gramsci, Prison Notebooks, vol. 3; (New York: Unversity of Columbia, 1991); Michel Foucault, Society Must Be Defended: Lectures at the College de France, 1975–1976 (New York: Picador, 2003). 36Jürgen Herbst, "Nineteenth-Century Schools between Community and State: The Cases of Prussia and the United States," History of Education Quarterly 42, no. 3 (2002): 318. 37The state-centred model did not even fit the French case perfectly. See François Furet and Jacques Ozouf, Reading and Writing: Literacy in France form Calvin to Jules Ferry (Cambridge: Cambridge University Press, 1982); Anne-Marie Chartier, L'école et la lecture obligatoire (Paris: Retz, 2007). 38Egil Johansson, "The History of Literacy in Sweden," in Understanding Literacy in its Historical Contexts, ed. Harvey J. Graff, Alison Mackinnon, Bengt Sandin, and Ian Winchester (Lund, Sweden: Nordic Academic Press, 2009). 39Bruce Curtis, Inspection, Education and State Formation in Canada West (Toronto: University of Toronto Press, 1992); Marc Depaepe, Order in Progress: Everyday Education Practice in Primary School, Belgium 1880-1970.(Leuven: Leuven University Press, 2000). 40See, for example, the dossier "Novas relações estado e sociedade: tensões entre o público e o privado na educação," ed. Theresa Adrião, Pro-posições 23, no. 2 (2012). 41The historiography on the French Revolution has produced a number of such studies, including Hans-Christian Harten, Elementarschule und Pädagogik in der Französischen Revolution, (München: R. Oldenbourg, 1990); Mona Ozouf, Festivals and the French Revolution (Cambridge, Mass.: Harvard University Press, 1991); "Remodelling Social Order through the Conquest of Public Space: Myths, Ceremonies and Visual Representations in Revolutionary Societies," ed. Jürgen Schriewer, a special issue, Comparativ: Zeitschrift für Globalgeschichte und vergleichende Gesellschaftsforschung, 9, nos. 2–3 (2009). 42Mona Ozouf, Festivals and the French Revolution; Talal Asad, Formations of the Secular: Christianity, Islam, Modernity (Stanford: Stanford University Press, 2003). 43Talal Asad, "Religion, Nation-State, Secularism," in Nation and Religion: Perspectives on Europe and Asia, ed. Peter van der Veer and Hartmut Lehmann (Princeton: Princeton University Press, 1999), 187. 44Ibid., 192. 45William Sewell, "The Concept(s) of Culture," in Logics of History. Social Theory and Social Transformation (Chicago: University of Chicago Press, 2005), 152–74. 46Elizabeth Dore and Maxine Molyneux, "Preface," in Hidden Histories of Gender and the State in Latin America, ed. E. Dore and M. Molyninux (Durham: Duke University Press, 2000), ix-xiii. 47Ruth Lister, "Inclusive Citizenship: Realizing the Potential," Citizenship Studies 11, no. 1 (2007): 49–61. 48Walter Benjamin, "Critique of Violence," in Reflections: Essays, Aphorisms, Autobiographical Writings, ed. P. Demetez (New York: Harcourt Brace Jovanovitch, 1986 [1978]). 49Giorgio Agamben, State of Exception (Chicago: University of Chicago Press, 2005).