Name/Nombre: Elsie Rockwell Richmond
Title/Título: Shifting logics of schooling in Latin America: research on rural and popular education in México.
Affiliation/Afiliación: Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional, Ciudad de México
Keynote Address:
In this presentation, I hope to convey the idea that many different logics have traversed the actual experience of schooling in the rural and popular social sectors of society. While classical sociology of education had focused on processes such as socialization, enculturation, reproduction, and resistance, historical and anthropological research on schooling has uncovered elaborate and changing logics underlying the expansion and contraction of basic education ranging from state-formation to the recent emergence of a privatized educational market. Nevertheless, schooling has also been negotiated and appropriated by popular sectors for their own ends, in ways that at times have countered to those deployed by governing authorities. Noting the ambiguities of the term “popular education” in Latin America, I suggest that both the “logics of schooling for the people” and the “logics of schooling of the people” have converged and at times come into deep conflict. Particular histories point to the multiple rationales sustaining education projects, linked to the political movements that produced or resisted their actual implementation. In this talk, I will resort to examples from my historical and ethnographic research on Mexican schooling. I show how the protean changes of the State have taken it through several phases, each instating different logics in the politics and policies of education. These examples also shed light on recent social movements that force us to take into account the profound inequality and also the cultural and social diversity generated by rapidly changing socio-economic conditions of the Latin American nations. In this context, we are witnessing the appearance of new state “logics”, many of them forged in the metropolis, that imply very profound transformations in the spheres of formal education and beyond.
Title/Título: Shifting logics of schooling in Latin America: research on rural and popular education in México.
Affiliation/Afiliación: Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional, Ciudad de México
Keynote Address:
In this presentation, I hope to convey the idea that many different logics have traversed the actual experience of schooling in the rural and popular social sectors of society. While classical sociology of education had focused on processes such as socialization, enculturation, reproduction, and resistance, historical and anthropological research on schooling has uncovered elaborate and changing logics underlying the expansion and contraction of basic education ranging from state-formation to the recent emergence of a privatized educational market. Nevertheless, schooling has also been negotiated and appropriated by popular sectors for their own ends, in ways that at times have countered to those deployed by governing authorities. Noting the ambiguities of the term “popular education” in Latin America, I suggest that both the “logics of schooling for the people” and the “logics of schooling of the people” have converged and at times come into deep conflict. Particular histories point to the multiple rationales sustaining education projects, linked to the political movements that produced or resisted their actual implementation. In this talk, I will resort to examples from my historical and ethnographic research on Mexican schooling. I show how the protean changes of the State have taken it through several phases, each instating different logics in the politics and policies of education. These examples also shed light on recent social movements that force us to take into account the profound inequality and also the cultural and social diversity generated by rapidly changing socio-economic conditions of the Latin American nations. In this context, we are witnessing the appearance of new state “logics”, many of them forged in the metropolis, that imply very profound transformations in the spheres of formal education and beyond.