Search

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]

We discuss in this paper the role played by family solidarities and the gender system in the processes involved in putting down roots in rural spaces. To this end we consider two ethnographic cases, two life trajectories, of a man and a woman. They are coffee producers in southern Chiapas (Soconusco region) and belong to a generation, born around 1950, who lived two distinct historical moments: an initial socialization structured around agrarian production and the ejido; and beginning in the 1990s, in a new phase of their families' life trajectories, this generation faces de-agriculturalization and individualization of the labor market and state intervention. The paper reveals the weight of gender roles in family solidarities, because men and women do not inherit the same resources nor the same obligations within families. [ABSTRACT FROM AUTHOR]

Objective: The objective of this paper is to reflect on changes in gender relations in families and parenthood in Mexico. Methodology: Methodologically, documentary information between 1987 and 2020 was consulted. Classic texts that allow locating the changes in meanings around childhood and the relationship of parents with their children are incorporated, since the relationship, care and attention was not always considered a priority as it is today. Results: The results show how the cultural transformations based on the commitments assumed in the International Conference on Population and Development, and World Conferences on women, Mexico City (1975) and Beijing (1995), incorporate actions to involve men in gender equal rights and fatherhood. Conclusion: The conclusion suggests how involvement in families leads them to reconcile participation in various settings, building complex identities as men/couples/parents/workers. [ABSTRACT FROM AUTHOR]