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La migracin internacional de carcter laboral de mexicanos es una expresin ms de la globalizacin econmica que hace que los empleos se encuentren en un espacio geogrfico y los empleados en otro. El estudio de la estructura, caractersticas, alcances y limitaciones del programa con Canad sirve de marco para establecer cules son las razones por las cuales no se ha podido establecer un programa similar entre Mxico y Estados Unidos que permitira organizar el proceso en el que estn involucrados miles de mexicanos y sus familias. A lo largo del libro encontramos testimonios de los propios trabajadores que se han incorporado al programa; desde el punto de vista canadiense se analizan las condiciones de vida y de trabajo de los mexicanos; se discuten los rasgos distintivos de los programas de trabajo temporal que se han puesto en prctica con Estados Unidos; se analiza la viabilidad de ordenar el trabajo temporal de mexicanos en Estados Unidos y se analizan las condiciones que se requeriran en Mxico para la participacin en un programa de trabajo temporal. / International migration of Mexican workers is an expression of economic globalization: the jobs are in a physical space different from that were the workers are. The study of the structure, characteristics, reach and limitations of the Program with Canada may be an example to establish the reasons why we have been unable to establish one such program with the US, which would allow the putting in order the immigration process which involves thousands of Mexicans. Throughout the book the reader will find testimonies of workers who have been part of the Program.
In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution, Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations.