The ambivalent revolution : forging state and nation in Chiapas, 1910-1945 / Stephen E. Lewis.Material type: TextPublisher: Albuquerque : University of New Mexico Press, ©2005Description: xxii, 283 pages : illustrations ; 23 cmContent type: text Media type: unmediated Carrier type: volumeSubject(s): Education -- Mexico -- Chiapas -- History -- 20th century | Education and state -- Mexico -- Chiapas -- History -- 20th century | Éducation -- Mexique -- Chiapas -- Histoire -- 20e siècle | Éducation -- Politique gouvernementale -- Mexique -- Chiapas -- Histoire -- 20e siècle | Education | Education and state | Mexico -- Chiapas | Bildung | Erziehung | Mexiko | Chiapas | Geschichte 1910-1945 | 1900-1999Genre/Form: History.Additional physical formats: Online version:: Ambivalent revolution.; Online version:: Ambivalent revolution.DDC classification: 379.72/75/09041 LOC classification: LA429.C28 | L49 2005
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Includes bibliographical references (pages 265-278) and index.
Revolution(s), state autonomy, and public schooling to 1922 -- Action pedagogy and political realities -- SEP indigenismo-the early years -- The battle for the hearts and minds -- Socialist education in Chiapas -- Forging the new sober citizen -- The subversion of SEP indigenismo in Chiapas -- Cardenismo à la chiapaneca -- SEP socialism and article 123 schools on the lowland plantations -- The 1940s-"thermidor" in Chiapas -- The Zapatista rebellion in historical context.
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 "incorporate" indigenous populations and forge a more sober, "defanaticized" nationalist citizenry.