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The Radicalization of the Student Youth Movement in Mexico During the 1960S

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The Radicalization of the Student Youth Movement in Mexico During the 1960S Western Washington University Western CEDAR WWU Graduate School Collection WWU Graduate and Undergraduate Scholarship 2012 Re-envisioning society: the radicalization of the student youth movement in Mexico during the 1960s Lily A. (Lily Ann) Fox Western Washington University Follow this and additional works at: https://cedar.wwu.edu/wwuet Part of the History Commons Recommended Citation Fox, Lily A. (Lily Ann), "Re-envisioning society: the radicalization of the student youth movement in Mexico during the 1960s" (2012). WWU Graduate School Collection. 219. https://cedar.wwu.edu/wwuet/219 This Masters Thesis is brought to you for free and open access by the WWU Graduate and Undergraduate Scholarship at Western CEDAR. It has been accepted for inclusion in WWU Graduate School Collection by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. RE-ENVISIONING SOCIETY: THE RADICALIZATION OF THE STUDENT YOUTH MOVEMENT IN MEXICO DURING THE 1960s By Lily Fox Accepted in Partial Fulfillment Of the Requirements for the Degree Master of Arts Kathleen Kitto, Dean of the Graduate School ADIVSORY COMMITTEE Chair, Dr. A. Ricardo López Dr. Kathleen Kennedy Dr. Kevin Leonard Master’s Thesis In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Western Washington University, I grant to Western Washington University the non- exclusive royalty-free right to archive, reproduce, distribute, and display the thesis in any and all forms, including electronic format, via any digital library mechanisms maintained by WWU. I represent and warrant this is my original work, and does not infringe or violate any rights of others. I warrant that I have obtained written permissions from the owner of any third party copyrighted material included in these files. I acknowledge that I retain ownership rights to the copyright of this work, including but not limited to the right to use all or part of this work in future works, such as article or books. Library users are granted permission for individual, research and non-commercial reproduction of this work for educational purposes only. Any further digital posting of this document requires specific permission from the author. Any copying or publication of this thesis for commercial purposes, or for financial gain, is not allowed without my written permission. Lily Fox May 16, 2012 RE-ENVISIONING SOCIETY: THE RADICALIZATION OF THE STUDENT YOUTH MOVEMENT IN MEXICO DURING THE 1960s A Thesis Presented to The Faculty of Western Washington University In Partial Fulfillment Of the Requirements for the Degree Master of Arts By Lily Fox May 2012 Abstract Utilizing documents from student organizations including strike committees, the National Center For Democratic Students, and the writings of young activists, official commentary, and press releases, this study provides a detailed examination of the student movement in Mexico during the 1960s. Within the historiography of the student youth movement studies tend to focus exclusively on 1968 and the movement’s position within the global counterculture. The product of this history is the proliferation of a homogenous understanding of the concerns mobilizing youth activists. This study however, attempts to advance previous historiography by expanding the scope of the student movement to include more broadly the 1960s. This allows for a greater understanding of the forces that radicalized students, illustrating that student activism was driven by educational, economic, social, and political concerns, including access to jobs and social mobility, demands for social welfare, and the creation of more equitable and democratic society. This gained understanding further challenges histories centered on delineating the movement as purely cultural or purely a political movement. Rather, when examining the diverse concerns radicalizing students, this study illustrates the interconnection between both political and cultural characteristics of youth activism. iv ACKNOWLEDGEMENTS First and foremost, it is with much gratitude that I acknowledge the support of Dr. A. Ricardo López. Dr. López’s wisdom and guidance was invaluable to my research. He helped me to see this history in terms of power dynamics, the human experience, and most importantly the student movement’s relationship to the present and the future. Someday I dream of becoming a teacher of his caliber, dedicated and inspiring, and driven to challenge students to think critically about political policy and the socioeconomic machinations of our current age. I also owe sincere thanks to my fellow student and dear friend, Ramy Khalil. From start to finish Ramy offered his ideas, critiques, and grammatical excellence. Last, by hardly not least, I am forever grateful for the unwavering support and encouragement of my mom, dad, and sister. Without them, this thesis may never have begun. v Table of Contents Abstract…………………………………………………………………………………………...iv Acknowledgements………………………………………………………………………………v Introduction………………………………………………………………………………………1 Chapter 1: University Centered Activism and Demands for Autonomy………………………...19 Chapter 2: Struggling to Ascend the Social Ladder: Diminishing Employment Opportunities for College Graduates……………………………………………………………………………38 Chapter 3:Extending a Hand to the Mexican People: The Radicalizing Influence of Economic Inequality………………………………………………………….…………………………59 Chapter 4: A Population without Representation: Challenging México’s Single-Party System..77 Conclusion: The Continuities of a Capitalist System: Political Protest in México and the United States…………………………………………………………………………………………92 Bibliography……………………………………………………………………………………99 vi INTRODUCTION On July 22, 1968 violence broke out in the streets of México City. Rivalries between contending secondary schools and local gangs erupted into violent street fights.1 In response, the city’s Police Undersecretary made the decision to deploy México’s riot police, the granderos, to put an end to the fighting. This decision would have colossal ramifications, as some have argued it ignited the 1968 student movement.2 Three days later students organized against the brutality of police forces. On July 26, 1968 a march led by the Federación Nacional de Estudiantes Técnicos (FNET), the National Federation of Students, merged with a protest directed by the Central Nacional de Estudiantes Democráticos (CNED), the National Center of Democratic Students. CNED, a more left leaning organization that generally aligned with México’s national university, Universidad Nacional Autónoma de México (UNAM), gathered in response to the violence, as well as to celebrate the anniversary of the 1953 attack on the Moncada army barracks in Cuba.3 This time however, the violence, which ensued from the deployment of the granderos, resulted in the death of seven protesters along with hundreds of others who were injured.4 In the wake of this violence students from UNAM and the Politechnical Institute joined together in a general strike, provoking the closure of all of México City schools.5 This coalition between UNAM and Politech reflected an unexpected alliance. UNAM was a prestigious university which attracted aspiring business elite and politicians, while the Politech students 1 Elaine Carey, Plaza of Sacrifices: Gender, Power, and Terror in 1968 Mexico (Albuquerque: University of New Mexico, 2005), 40; George Katsiaficas, The Imagination of the New Left: A Global Analysis of 1968 (Boston: South End Press, 1987), 47. 2 Carey, 39. 3 Katsiaficas, 47. 4 Ibid, 47. 5 Carey, 48; Evelyn P. Stevens, Protest and Response in Mexico (Cambridge: The Massachusetts Institute of Technology, 1974), 199; Katsiaficas, 47. generally came from the middle or working class.6 Despite divergent socioeconomic standing, these students united across institutions in a stand against the violent repression of the police forces. However, when students refused to evacuate, campus police entered with bazookas and occupied UNAM, as well as, other preparatory schools.7 This violence coupled with the government’s continued refusal to allow public negotiations led students to formulate a national strike council, Consejo Nacional de Huelga (CNH). On August 8, 1968 representatives from schools across the city were elected to the council to organize a city-wide strike.8 CNH also helped solidify six key demands of the growing student movement. These demands included the release of political prisoners arrested during the confrontation with the granderos in addition to prisoners taken during earlier union strikes. The second demand called for the elimination of Article 145 of the Penal Code, designated to fight internal subversion and outlaw rebellious activity. The student’s third and fourth demands were the abolition of the granderos and the dismissal of the city’s police chief. The fifth demand was for indemnity to be given to the victims injured during the violent confrontations. Finally, students also insisted on the administration of justice against all those responsible for the violent repression.9 Responding to the government’s continued refusal to recognize student concerns and negotiate publicly, the strike council organized a rally for October 2, 1968 in the Plaza de Las Tres Culturas.10 What began as a relatively routine rally quickly transformed into a site of violent repression. Evident in the recollections of numerous participants, the violence that unfolded occurred without warning. Participants recall the image of army
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