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The COVID-19 pandemic and particularly, mitigation measures taken by government institutions in Mexico, such as the closure of all schools at all levels of education, have brought strong regressive consequences in terms of both education and gender equality. In this paper, we start from a theoretical framework of gender and family to analyze, along with the negative repercussions of this measure (especially for women and children), an embodied experience of upbringing and community education in Mexico. This experience seeks to preserve educational and labor rights violated by school closures such as sociability, guardianship and custody of minors, the right to a life free of violence, work-life balance, among others. Our aim is to suggest some keys for an ecofeminist and community solution to the education crisis in this country. [ABSTRACT FROM AUTHOR]

In recent years, international and national test results have been unfavorable for Mexico's educational system, turning the spotlight on teachers' quality. This problem has also occurred in the public teaching entrance examination and calls into question the efficiency of the initial training provided by Mexican normal schools. This paper intends to study the relationship between a student community's social origin and academic performance in three normal school sites in Sonora. It analyzes a cohort of 268 students through the five cultural capital types that, as variables, contribute to exploring academic performance. Besides, it determines the social origin of the students through K-means clustering. Through an analysis of the Pearson correlation coefficient, the results show that the student's family, school, and economic capitals are associated with academic performance. Afterward, a linear regression analysis was carried out where the highest Beta value was for the school capital variable. In conclusion, in a framework of social inequality, the school and economic capitals take part in the educational achievement of students who are being trained as teachers. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to study the current policy of inclusive education and its relationship with the issue of the inclusion of people with disabilities (PcD) in Mexico. Its objective is to identify some strengths, weaknesses, omissions, but above all, rationalities that come from or have been produced by the political movement of inclusive education. There is the assumption that the inclusive education policy has been constituted on a type of liberal individual economic rationality, that, even when it has enabled the inclusion of some identities, continues to make others invisible, as some PcD. We conclude that inclusive education is a project framed by the need for social change; however, this idea is limited to its time and the real implementation options. In this way, rather than speaking about inclusion, it would be necessary to talk about inclusivity: it implies a space where no one can position himself as the possessor of the totality of knowledge, it would make possible the meeting between the particularities and the reflective dialogue that would produce specific balances in time, in both, the applied logics and determined practices. [ABSTRACT FROM AUTHOR]

This paper examines the value of schooling for students of elite high schools in Mexico City. The study begins by documenting the fact that these students' academic performance is poor in comparison to students of similar socio-economic status in other countries, and on the basis of their results in standardized national tests. Clearly, such unsatisfactory academic performance by these students, who attend private institutions with a wealth of resources, cannot be attributed to financial hardship and a resulting lack of educational opportunities. This work explores the hypothesis that, for young students from this social circle -- who enjoy vast inherited wealth -- educational merit and talent do not play a key role in their conception of life or professional development. To support this hypothesis, this study explores the value placed on schooling both by parents and the directors of elite private schools. [ABSTRACT FROM AUTHOR]

In this paper an advance of more extensive work on state education policy that was developed for the basic level in the state of Puebla (Mexico) is presented, during the government of Guillermo Jiménez Morales, from 1981 to 1987. The paper considers three asperts of education policy in the state: the explicit educational purposes formulated and disseminated by the state authorities, the creation of secondary schools on television (telesecundarias) as an essential element analysis of this period and finally dataset published on the behavior of the educational system, in terms of enrollment, teachers, schools and education spending. [ABSTRACT FROM AUTHOR]

This paper aims to make a balance of the magnitude and dimensions of the high school dropout, using some theoretical contributions and a review about the main Mexican policies. Oriented by a qualitative methodology, based on the theoretical review, the recovery of fundamental statistical information and the systematization of experiences of policies and programs oriented to the prevention of abandonment in the high school, an analytical framework was generated to organize and analyze the main government strategies, as well as the guidelines issued by the National Institute for the Evaluation of Education. The analysis finds a policy trend to address risk factors, mainly socioeconomic, but ignores fundamental issues such as the school environment and school integration. Therefore, some recommendations are proposed to strengthen public policy in the educational field, recognizing the heterogeneity of the causes of dropout. [ABSTRACT FROM AUTHOR]

This paper seeks to construct a particular approach to human research ethics with respect to research practices carried out by teacher trainers and their students in communities in Mexico and Bolivia. It presents the theoretical elements of research ethics and the categories generated on the basis of answers from 79 teacher trainers to an open question on protective factors that should be considered with regard to study participants. The question is part of a qualitative questionnaire administered between March and June 2015. The study concludes that when asked about protective factors, teachers are able to clearly state key aspects of research ethics, although their core focus is on training new basiclevel education teachers. [ABSTRACT FROM AUTHOR]

This paper seeks to describe and comprehend the motivations of teacher-researchers in two public state universities in Mexico to participate in knowledge and technology transfer processes. Ten subjects interested in knowledge transfer processes were considered for this study; in-depth interviews were conducted to understand their readiness to produce and transfer knowledge. The results reveal that subjects develop a disposition and the skills to seek changes in social reality based on values such as altruism. [ABSTRACT FROM AUTHOR]

Given the centrality that the educational reforms of Pacto por México give to the rules of the game --vis a vis teacher behavior--, this paper examines its preexisting institutional design. The starting point was the existing claims that such design created agency problems. Our purpose was to prove the configuration of a specific type of agency problem: organizational moral hazard. We deconstructed normativity with the Institutional Grammar Tool (IGT), proposed by Crawford and Ostrom (1995). IGT allows to systematically identify --if any-- the rules present in policy documents, unveiling the genetic code of policies that configure arenas where individuals display their interactions. We found that the way control management at schools is structured in relation to the application of sanctions to teachers constitutes a moral hazard situation given its assumptions. [ABSTRACT FROM AUTHOR]

In this paper, we describe the socio-cultural and educational conditions of an intercultural bilingual school from the wixárika culture at Northern Jalisco. This study aims to explore how the pedagogical actions of the bilingual intercultural program are implanted in rural communities like Haimatsie. Therefore, we observed the didactic strategies used by native teachers for encourage the use of the wixárika mother language in the teaching and learning of literacy. The fieldwork of this ethnographic study was developed in three stages over three years (with stays of one month each school year). One of the findings is that the teachers of this school did not know the intercultural teaching strategies that the context required and they did not have enough bilingual linguistic command for teaching. [ABSTRACT FROM AUTHOR]

In Chiapas, a Mexican southern state, non-formal education spaces have increased rapidly after "Zapatista Movement" in 1994. Nevertheless, recently some scholars have questioned certain activities carried out in these spaces because they find contradictions in the struggle against social exclusion. In this research paper, we analyzed with a reflexive point of view and with a critical approach the results obtained in a study performed in one of these spaces of non-formal education in which social transformation is promoted as an answer for the social exclusion problem. Here, we pointed out the delicate line that exists between actions and discourses in these non-formal education spaces. To reach this goal, we worked with a critical intercultural perspective and thus, we carried out an exercise to re-thinking space, relationships and social-educative practices in Amalgama, A. C. (fictional name), a non-formal education space located in San Cristobal de las Casas, Chiapas. As a result, we found out, on one hand that in the space, in the relationships and in the social-educative practice of Amalgama, A.C. there are elements of the colonialcapitalist-patriarchal structure, and such elements are closer to the coloniality than we expected at the beginning. On the other hand, this exercise allowed us to recover the perceptions of the educators to re-signifying this space, relationships and social-educative practice to eventually make social transformations encouraged them since the decolonial pedagogical approach. [ABSTRACT FROM AUTHOR]

The aim of this paper is to document a research project that was carried out in a rural indigenous school in Yucatan. The purpose of this study was to analyze from a critical perspective the school experiences in an indigenous rural school and the contribution of these for the intercultural education of children. The role of the school has been questioned; if attending school makes a difference in their lives or contributes to maintaining the conditions they live. Ethnographic design was followed. It framed the data recollection in three different interaction arenas and its key players: One teacher, parents and children. Results show that education policies are neoliberal framed. It maintains and reproduces exclusion structures to indigenous rural populations. Education policies, economic and social forces pressure the life of educational key player's and impacts them. [ABSTRACT FROM AUTHOR]

This work offers an analysis of the development of the concept of educational justice in Mexico from the mid 1970s to the first decade of the 21st century. Based on a perspective underpinned by conceptual history and hypotheses on the externalization of the compared education approach, this paper highlights a reemergence and sedimentation of the concept of educational justice during the 1990s, both in academia and official discourse. This is explained in part by growing social and educational inequalities and the externalization of national discourse, which have fostered an original hybridization that points towards a renewal of optimism in schools, and the possibility of more just - or simply less unjust - societies. [ABSTRACT FROM AUTHOR]

This paper aims to describe the development of children's understanding of metaphors and the type of part-whole relationships they are capable of establishing when solving puzzles. The study was carried out with 30 students from a federal elementary school in the state of Querétaro, Mexico: 10 second-year students, 10 fourth-year students and 10 sixth-year students. They were asked to answer four metaphorical puzzles and explain what information they had taken into account to arrive at their answers. The results show that: a) children's understanding of metaphors increases with their school year, and b) participants from higher years tend to establish more comprehensive and coherent part-whole relationships than students from lower years, which allows them to better understand metaphors in puzzles. The results confirm findings by Calderón (2012) and Calderón, Vernon and Carrillo (2012). [ABSTRACT FROM AUTHOR]

The goal of this study was to comment, analyze and categorize in a descriptive way the generational lines and application of knowledge (GLAK) for various products of scientific research conducted in Mexico in relation to the integration of Information and Communication Technologies (ICTs) to the educational process. The main objectives were: to identify the specific type of population the research would be directed to, to compare the types of population with the greater and lesser number of research studies made, to compare the GLAK with greater and lesser number of studies, and to identify emerging fields of investigation. The methodology considered inclusion criteria in order to select repositories and types of documents to be analyzed (a total of 470 research papers were selected). The GLAKs upon which the research studies were to be conducted were also defined. Within the results, we found that the education levels with the greater and lesser number of students with regard to higher education and preschool education, respectively. The main voids of knowledge were found in the management and quality areas of educational programs, as well as educational policies related to ICTs. The emerging fields of research were related to the education of older adults, indigenous populations, and students with special needs. [ABSTRACT FROM AUTHOR]

Return migration to Mexico is a growing phenomenon. According to the National Migration Institute, 1.6 Million Mexicans have been repatriated between 2010 and 2014. As consequence, hundreds of thousands of families are coming back to Mexico with their children. These children (transnational students), have grown up and studied in the United States. Today, they have to adapt to the Mexican school system, study in a different language, and learn different contents and cultural codes. This paper adds a new perspective to this research from critical applied linguistics by focusing on the educational challenges monolithic schools have to face. First, it offers a demographic description of transnational students in Mexico. Second, it focuses on their identity and linguistic challenges. Third, it discusses possible theoretical solutions, such as the creation of third intercultural spaces (Bhabha, 1994; Unesco, 2006) by including students' funds of knowledge (González, Moll & Amanti, 2005) or multi-competences (Cook, 2002). Finally, we conclude with a reflection on the necessity for Mexican schools to shift their educational paradigm to be able to face the challenges of a globalized world. [ABSTRACT FROM AUTHOR]

The prefix inter culture analyzed for several decades has triggered various debates and academic positions and defined "inclusive" education policies in response to cultural diversity; however, multiculturalism, rather than a conceptual polysemic category is analyzed here as interethnic and social practices between tsotsiles Q'anjob'ales, cohabiting in the same community. The aim of this paper is to analyze the scope, limitations, and conceptual and procedural challenges of multiculturalism and its articulation with social, cultural and educational practices in Nuevo San Juan Chamula, a multicultural community in the southern border of Chiapas, Mexico. It is organized into two themes: the first analyzes the different perspectives of analysis of multiculturalism and, second, identifies and analyzes some social and educational aspects from the concrete practices of indigenous people. This work is based on literature review, ethnographic observation at school, in the family and in the community and in interviews with tsotsiles and Q'anjob'ales community elders. [ABSTRACT FROM AUTHOR]

The paper argues that Intercultural universities derived from the convergence of three components: first, the goals of social policy (relative to poverty reduction); secondly, a policy of higher education aimed at increasing enrollment and training of human capital; and finally, the agenda of interculturallsm promoted In recent years by the national and international indigenous movement. This suggests that, initially, this university subsystem was far from being a mere component of higher education policy, nor was it the result of the government's willingness to advance a complex reconfiguration of the old nation-state In favor of a pluricultural state. Rather, It was conceived as an instrument of social policy by the federal government as a mechanism intended to create educational opportunities for the youth of indigenous peoples, and to reduce marginalization levels among these peoples, which is a manipulation or reduction of the demands of the interculturalism agenda. [ABSTRACT FROM AUTHOR]