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The Ambivalent Revolution : Forging State and Nation in Chiapas, 1910-1945
US $9.95
ApproximatelyRM 41.91
Condition:
Like New
A book in excellent condition. Cover is shiny and undamaged, and the dust jacket is included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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Located in: Sterling, Colorado, United States
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eBay item number:363508666947
Item specifics
- Condition
- Book Title
- The Ambivalent Revolution : Forging State and Nation in Chiapas,
- Country/Region of Manufacture
- United States
- Intended Audience
- Adults
- Educational Level
- College
- ISBN-13
- 9780826336019
- Subject
- History
- ISBN
- 9780826336019
- EAN
- 9780826336019
About this product
Product Identifiers
Publisher
University of New Mexico Press
ISBN-10
0826336019
ISBN-13
9780826336019
eBay Product ID (ePID)
45587831
Product Key Features
Number of Pages
305 Pages
Publication Name
Ambivalent Revolution : Forging State and Nation in Chiapas, 1910-1945
Language
English
Publication Year
2005
Subject
Latin America / Mexico, Educational Policy & Reform / Federal Legislation, General
Type
Textbook
Subject Area
Education, History
Format
Trade Paperback
Dimensions
Item Height
0.8 in
Item Weight
16.9 Oz
Item Length
9 in
Item Width
6 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2005-001617
Dewey Edition
22
TitleLeading
The
Illustrated
Yes
Dewey Decimal
379.72/75/09041
Table Of Content
Introduction; 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; Index.
Synopsis
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 L zaro C rdenas 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. SEP activism won over most mestizo communities after 1935, but enraged local ranchers, planters, and politicians unwilling to abide by the federal blueprint. In the Maya highlands, federal education was a more categorical failure and Cardenista Indian policy had unintended, even sinister consequences. By 1940 Cardenismo and SEP populism were in full retreat, even as mestizo communities came to embrace the culture of schooling and identify with the Mexican nation. Fifty years later, the delayed, incomplete, and corrupted nature of state- and nation-building in Chiapas prevented resolution of the state's most pressing problems. As Lewis concludes, the Zapatistas appropriated the federal government's discarded revolutionary nationalist discourse in 1994 and launched a rebellion that challenged the Mexican state to contemplate a plural, multi-ethnic nation., 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. SEP activism won over most mestizo communities after 1935, but enraged local ranchers, planters, and politicians unwilling to abide by the federal blueprint. In the Maya highlands, federal education was a more categorical failure and Cardenista Indian policy had unintended, even sinister consequences. By 1940 Cardenismo and SEP populism were in full retreat, even as mestizo communities came to embrace the culture of schooling and identify with the Mexican nation. Fifty years later, the delayed, incomplete, and corrupted nature of state- and nation-building in Chiapas prevented resolution of the state's most pressing problems. As Lewis concludes, the Zapatistas appropriated the federal government's discarded revolutionary nationalist discourse in 1994 and launched a rebellion that challenged the Mexican state to contemplate a plural, multi-ethnic nation., 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 L zaro C rdenas 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. SEP activism won over most mestizo communities after 1935, but enraged local ranchers, planters, and politicians unwilling to abide by the federal blueprint. In the Maya highlands, federal education was a more categorical failure and Cardenista Indian policy had unintended, even sinister consequences. By 1940 Cardenismo and SEP populism were in full retreat, even as mestizo communities came to embrace the culture of schooling and identify with the Mexican nation. Fifty years later, the delayed, incomplete, and corrupted nature of state- and nation-building in Chiapas prevented resolution of the state's most pressing problems. As Lewis concludes, the Zapatistas appropriated the federal government's discarded revolutionary nationalist discourse in 1994 and launched a rebellion that challenged the Mexican state to contemplate a plural, multi-ethnic nation., Examines state and nation building as they occurred in Chiapas during and after the Mexican Revolution., 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 L'zaro C'rdenas 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. SEP activism won over most mestizo communities after 1935, but enraged local ranchers, planters, and politicians unwilling to abide by the federal blueprint. In the Maya highlands, federal education was a more categorical failure and Cardenista Indian policy had unintended, even sinister consequences. By 1940 Cardenismo and SEP populism were in full retreat, even as mestizo communities came to embrace the culture of schooling and identify with the Mexican nation. Fifty years later, the delayed, incomplete, and corrupted nature of state- and nation-building in Chiapas prevented resolution of the state's most pressing problems. As Lewis concludes, the Zapatistas appropriated the federal government's discarded revolutionary nationalist discourse in 1994 and launched a rebellion that challenged the Mexican state to contemplate a plural, multi-ethnic nation.
LC Classification Number
LA429.C42L49 2005
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