Government versus Teachers: The Challenges of Educational Progress in Oaxaca, Mexico

Autor/in	Shepherd, Alison Victoria
Titel	Government versus Teachers: The Challenges of Educational Progress in Oaxaca, Mexico
Quelle	In: Current Issues in Comparative Education, 17 (2015) 1, S.27-35 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Foreign Countries; Educational Development; Barriers; Educational Policy; Unions; Teacher Associations; Politics of Education; Activism; Case Studies; Educational Planning; Educational Change; Government Role; Governance; Educational Administration; Conflict; Political Issues; Elementary Secondary Education; Higher Education; Teacher Attitudes; Mexico (Oaxaca) + Suchen Sie Ihr Suchwort? Ausland; Bildungsentwicklung; Politics of education; Bildungspolitik; Lehrerorganisation; Lehrerverband; Lehrervereinigung; Educational policy; Aktivismus; Politischer Protest; Case study; Fallstudie; Case Study; Bildungsplanung; Bildungsreform; Education; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Konflikt; Politischer Faktor; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerverhalten
Abstract	This paper considers education in the Mexican state of Oaxaca and the effects that an active teachers' union has had upon not only the education of the primary and secondary schools that the teachers represent, but also on higher educational policy in the state. The difference between rhetoric and reality is explored in terms of the union as a social movement, as well as the messy political environment in which it must operate. Through the presentation of a case study of a public higher education initiative, it is argued that the government's response to the teachers' union has included a "ripple effect" throughout educational planning in order to suppress further activism. It is concluded that the prolonged stand-off between the union and the government is counterproductive to educational progress and has turned the general public's favor against the union, in contrast to support for other movements demanding change from the government. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01