Two recently published articles analyzing the sources of strength of the Mexican teachers’ movement have been added to the Research Archive.

1. "The Mexican teachers' movement in the context of neoliberal education policy and strategies for resistance"By Paul Bocking, School of Labour Studies McMaster University, 1280 Main Street West, Hamilton, Ontario L8S 4M4, Canada.

Mexican teachers experienced an intensification of neoliberal education policy during the sexenio of President Enrique Peña Nieto of the Institutional Revolutionary Party from 2013 to 2018. Many tenaciously resisted, led by the National Coordination of Education Workers (CNTE), a dissident movement within the National Union of Education Workers, whose official leadership aligned itself with the government. This article situates the Mexican teachers' movement within the global context of neoliberal policy which despite setbacks has gradually transformed significant aspects of teachers' work and education. Despite undermining the standardized teacher exam mandated by the Ley de Servicio Profesional Docente of 2013, in other areas the neoliberalization of education advances, particularly the undermining of teachers' professional training, the “datafication” of their work and increasingly hierarchical workplace relations. These policies have the potential to undermine teachers' professional autonomy, and facilitate the degradation of their work, with consequences for their ability to meet the diverse needs of their students. Meanwhile, the movement has struggled to consolidate beyond its stronghold in southern Mexico. The survival and limited victories of the CNTE owe much to drawing on the socially embedded nature of teachers' work, and its capacity to build alliances with communities and popular movements.

The article is available in .

2. “Rejecting the Universal to Protect the Local:” Oaxacan Teachers Battle against Global Education Reforms
By Christian A. Bracho, Christian A. Bracho, LaFetra College of Education, University of La Verne


Drawing on ethnographic data and interviews with 45 teachers, teacher trainers, and union officials in Oaxaca, Mexico, this article explains that teachers’ beliefs in “Oaxacan exceptionalism”—the idea that the state of Oaxaca is fundamentally different from the rest of Mexico—underpinned teachers’ resistance against professionalization policies embedded in the Alliance for the Quality of Education, a sweeping reform inspired by the Organisation for Economic Co‐operation and Development. Teachers within Oaxaca's union chapter, Section 22, described the reforms as an imposition of policies ill‐suited to the state's linguistic and cultural diversity, its economic disparities, and rural‐urban divides. Resistance also symbolized local efforts to preserve Oaxacans’ dissident teaching traditions and Section 22's professional authority, in the face of modernization efforts by the Mexican government, the national union, and international agencies. The study reveals how teachers can resist global educational policies by defending local traditions and asserting regional autonomy.

The article is or by contacting the directly.