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Depopulation and Education in a Mexican Migrant Town: Schools in Villa Juarez, San Luis Potosi, 1942-2000

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Depopulation and Education in a Mexican Migrant Town: Schools in Villa Juarez, San Luis Potosi, 1942-2000 Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2011 Depopulation and Education in a Mexican Migrant Town: Schools in Villa Juarez, San Luis Potosi, 1942-2000 Magda Banda Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Administration and Supervision Commons Recommended Citation Banda, Magda, "Depopulation and Education in a Mexican Migrant Town: Schools in Villa Juarez, San Luis Potosi, 1942-2000" (2011). Dissertations. 555. https://ecommons.luc.edu/luc_diss/555 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 2011 Magda Banda LOYOLA UNIVERSITY CHICAGO DEPOPULATION AND EDUCATION IN A MEXICAN MIGRANT TOWN: SCHOOLS IN VILLA JUAREZ, SAN LUIS POTOSI, 1940-2000 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL IN CANDIDACY FOR THE DEGREE OF DOCTOR OF PHILOSOPHY PROGRAM IN CULTURAL AND EDUCATIONAL POLICY STUDIES BY MAGDA BANDA CHICAGO, IL AUGUST 2011 Copyright by Magda Banda, 2011 All rights reserved. ACKNOWLEDGEMENTS I owe gratitude to many people for the completion of this endeavor. It is impossible to thank everyone in this space, but I want to extend my appreciation to all those whom I cannot list here and who have been instrumental in helping me. I would like to thank Dr. Erwin H. Epstein, my dissertation chair, for all his guidance throughout my educational career in comparative education, and my committee, Dr. Noah Sobe and Dr. Peter Sanchez for their valuable feedback, their willingness to meet with me and discuss my work, and their patience throughout this process. I would like to thank my friends, for their encouragement throughout all my years as a doctoral student, but in particular Dr. Carmen Lind, for her help in reviewing drafts of this dissertation despite the demands of her own work and Dr. Liza Ann Acosta, for her coaching and invaluable input through this long process. My friends and colleagues, Dr. Jamie Alea and Dr. Pam Suksod-Barger, provided much needed support throughout this journey with their advice and mentorship. I also owe thanks to Dr. Leslie Navarro, for her unwavering support, understanding, and encouragement. I want to especially thank Dr. Katherine Carroll for her valuable editorial feedback, insight, and her words of wisdom on the dissertation and the process. I owe tremendous gratitude to the people of Villa Juarez who volunteered to interview with me for their openness in sharing their experiences and to the schools and iii the principals who opened their doors to me so that I could carry out this research at Heroínas Mexicanas, Himno Nacional, Escuela Secundaria No. 27, the Albergue, and the Preparatoria Juan Sarabia. I am grateful to the municipal government of Villa Juarez for facilitating my research by granting me access to the municipal archive. At the Colegio de San Luis, I would like to extend my appreciation to Dr. Oresta Lopez for her interest in this work and for providing me access to the library and other educational resources. For their prayers and support and for the many hours of babysitting, I would like to thank all my family but especially my sister, Elizabeth, my sisters-in-law, Andrea Angulo and Diana Maldonado, and Juan and Carmen Valencia. I owe tremendous gratitude to my parents, Acela (Martinez) and Tomas Banda, for waiting patiently for this study, for inspiring me, and for their unwavering faith in me. Last, but not least, I am deeply indebted to my partner, Gerardo Valencia, who supported me wholeheartedly through this long journey. I could not have done this without you and without our daughters, Miranda and Victoria, who put all things into perspective, and who carried me through the completion of this work, with your love, patience, and strength. iv Para Gerardo, Miranda, y Victoria TABLE OF CONTENTS ACKNOWLEDGEMENTS ............................................................................................... iii LIST OF FIGURES ........................................................................................................... ix LIST OF TABLES .............................................................................................................. x ABSTRACT ....................................................................................................................... xi CHAPTER 1: INTRODUCTION ....................................................................................... 1 Significance of the Study ................................................................................................. 5 Comparative Perspectives on Rural Education and Depopulation .................................. 9 Structure of the Dissertation .......................................................................................... 14 CHAPTER 2: CONCEPTUAL FRAMEWORKS:GLOBALIZATION AND THE CULTURE OF MIGRATION ..................................................................... 17 Defining Globalization................................................................................................... 18 Culture of Migration ...................................................................................................... 28 Conclusion ..................................................................................................................... 40 CHAPTER 3: RESEARCH METHODOLOGY .............................................................. 41 Background: Choosing Villa Juarez as a Case Study .................................................... 41 Choosing a Sample ........................................................................................................ 48 Historical Data ............................................................................................................... 53 CHAPTER 4: HISTORICAL BACKGROUND OF MEXICAN EDUCATION AT THE NATIONAL LEVEL ...................................................................................... 60 Brief Overall History of Education in Mexico .............................................................. 62 After the Revolution ...................................................................................................... 66 From 1950 to 2000 ......................................................................................................... 72 Plans for Modernization, 1988-2000 ............................................................................. 78 Conclusion ..................................................................................................................... 80 CHAPTER 5: ARCHIVAL FINDINGS: HISTORICAL BACKGROUND OF VILLA JUAREZ….................................................................................................. 82 Brief Overall History of Villa Juarez before 1940 ......................................................... 82 Local Governance and Centralization ............................................................................ 83 Migration........................................................................................................................ 89 Brief Overall History of Villa Juarez after 1940 ........................................................... 96 Population Growth ......................................................................................................... 97 Migration after 1940 .................................................................................................... 101 The Bracero Program in San Luis Potosi .................................................................... 103 Local Government Responses to Migration and the Dynamics of Globalization ....... 107 vi Constitutional Reform and Municipal Power .............................................................. 113 Recent Demographic Trends in Villa Juarez ............................................................... 116 Conclusion ................................................................................................................... 124 CHAPTER 6: ARCHIVAL FINDINGS: HISTORY OF EDUCATION IN VILLA JUAREZ .................................................................................................... 127 History of Villa Juarez Schools before 1940 ............................................................... 127 History of Villa Juarez Schools after 1940 .................................................................. 143 Abolishing Illiteracy .................................................................................................... 146 Local and State Dynamics ........................................................................................... 149 Home-based Private Schools ....................................................................................... 152 Resistance to Schooling ............................................................................................... 157 Cultural Missions ......................................................................................................... 161 Professional Development ........................................................................................... 163 Beyond Primary Schools.............................................................................................
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