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The human rights struggle at the Ado...

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The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization./
作者:	Holland, Tracey M.
面頁冊數:	219 p.
附註:	Adviser: Rene V. Arcilla.
Contained By:	Dissertation Abstracts International68-04A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3259698

The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization.
Holland, Tracey M.

The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization. - 219 p.

Adviser: Rene V. Arcilla.

Thesis (Ph.D.)--New York University, 2007.

This dissertation is a qualitative study which explores the sudden democratization of a unique arts-and-crafts school, Cecati No. 166, The Adolfo Best Maugard School, located in the town of Santa Clara del Cobre, Michoacan, Mexico. This school embodied the values and objectives of the cultural elite who founded and ran it for nearly thirty years. In July of 2002 the teachers staged a protest, claiming that the couple had violated their human rights. A conflict ensued. It ended in the removal of the school's founders. The study's focus is the transformation of the school's educational model brought on by its sudden democratization. The transformation of the model entailed a move away from its arts-and-crafts educational model to one that was more in tune with the expressed needs of the community which it served and to the educational establishment to which it belonged.Subjects--Topical Terms:

599244
Education, History of.

The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization.
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245 1 4 $a The human rights struggle at the Adolfo Best Maugard School of Arts and Crafts in Santa Clara del Cobre, Mexico: A case of democratic transition and educational standardization.
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520 $a This dissertation is a qualitative study which explores the sudden democratization of a unique arts-and-crafts school, Cecati No. 166, The Adolfo Best Maugard School, located in the town of Santa Clara del Cobre, Michoacan, Mexico. This school embodied the values and objectives of the cultural elite who founded and ran it for nearly thirty years. In July of 2002 the teachers staged a protest, claiming that the couple had violated their human rights. A conflict ensued. It ended in the removal of the school's founders. The study's focus is the transformation of the school's educational model brought on by its sudden democratization. The transformation of the model entailed a move away from its arts-and-crafts educational model to one that was more in tune with the expressed needs of the community which it served and to the educational establishment to which it belonged.
520 $a The study's primary goal is to advance an understanding of, in a manner that is both in-depth and first-hand, the empirical question: "What were the causes and consequences of this democratization of Cecati No. 166?" The study, which provides an answer to that question, is premised on the notion that the waves of democratic reform which swept through Mexican society with unprecedented strength between 2000 and 2004, altering many of its most deeply rooted institutions, brought to bear on the former Cecati No. 166 powerful forces that pushed the elite school into an inevitable and irreversible democratization process. Thus, the study's main argument, which is empirical and arrived at inductively through an analysis of the data, is that the school, which embodied the values of its cultural elite founders and sought to imbue students with a high cultural knowledge, was swept up in this nationwide upsurge in democratic thinking. As a result, it was transmuted into a new educational form that was at once both more democratic and less unique. A sub-argument that is explored in the present dissertation is that the Cecati No. 166 teachers, the main instigators of this process and hence the chief democratizing forces, were also its homogenizing agents.
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