Oaxaca Resurgent

Oaxaca Resurgent examines how Indigenous people in one of Mexico's most rebellious states shaped local and national politics during the twentieth century. Drawing on declassified surveillance documents and original ethnographic research, A. S. Dillingham traces the contested history of indigenous development and the trajectory of the Mexican government's Instituto Nacional Indigenista, the most ambitious agency of its kind in the Americas. This book shows how generations of Indigenous actors, operating from within the Mexican government while also challenging its authority, proved instrumental in democratizing the local teachers' trade union and implementing bilingual education. Focusing on the experiences of anthropologists, government bureaucrats, trade unionists, and activists, Dillingham explores the relationship between indigeneity, rural education and development, and the political radicalism of the Global Sixties. By centering Indigenous expressions of anticolonialism, Oaxaca Resurgent offers key insights into the entangled histories of Indigenous resurgence movements and the rise of state-sponsored multiculturalism in the Americas. This revelatory book provides crucial context for understanding post-1968 Mexican history and the rise of the 2006 Oaxacan social movement.

"This book explores the history of indigenous modernization in the Americas through a focus on indigenous education and development in the southern Mexican state of Oaxaca, particularly in the last half of the 20th century"--

Annotation After more than 500 years of marginalisation, Latin America's forty million Indians have gained political recognition and civil rights. Here, social scientists explore the important role of religion in indigenous activism, showing the ways that religion has strengthened indigenous identity and contributed to the struggle for indigenous rights.

A 2023 Choice Reviews Outstanding Academic Title Mexican maestras (women teachers) became an ubiquitous presence in the countryside following the Mexican Revolution and have continued to make valuable contributions to their students and society over the past century. Dedicated rural teachers are assigned to some of the most remote communities in Mexico, and frequently spend years living away from their homes and families while teaching. Drawing on agentive women’s narratives, this ethnographic study explores how the acquisition of schooling and employment empowers maestras to defenderse (take care of themselves and their loved ones), make informed personal decisions, and promote societal change by serving as role models for their students, relatives, and neighbors.

What would Indigenous resurgence look like if the parameters were not set with a focus on the state, settlers, or an achievement of reconciliation? Indigenous Resurgence in an Age of Reconciliation explores the central concerns and challenges facing Indigenous nations in their resurgence efforts, while also mapping the gaps and limitations of both reconciliation and resurgence frameworks. The essays in this collection centre the work of Indigenous communities, knowledge, and strategies for resurgence and, where appropriate, reconciliation. The book challenges narrow interpretations of indigeneity and resurgence, asking readers to take up a critical analysis of how settler colonial and heteronormative framings have infiltrated our own ways of relating to our selves, one another, and to place. The authors seek to (re)claim Indigenous relationships to the political and offer critical self-reflection to ensure Indigenous resurgence efforts do not reproduce the very conditions and contexts from which liberation is sought. Illuminating the interconnectivity between and across life in all its forms, this important collection calls on readers to think expansively and critically about Indigenous resurgence in an age of reconciliation.

This volume examines how urban potentiality emerges in performances that reclaim the city, acting as an emancipatory force when dominant patterns of urban behaviour are thrown into crisis. It can result in establishing new habits of inhabiting city space, collective experiences shaping practices of urban commoning, re-inventing community relations, and freeing collaboration from capitalist expropriation. Instead of problematizing such radical change through the modernist belief in heroic unique acts, we need to explore the power dissident performances acquire when repeated. In search of an emancipatory politics of urban potentiality, commoning thus has the ability become a collective ethos based on mutuality and equality rather than merely a relatively fair way of sharing urban infrastructures. In this book, the leading social and urban theorist Stavros Stavrides draws on a wide range of classic and historical thought on the urban question and social transformation. Drawing from research in Latin American urban movements, from activist participation in urban struggles in Greece, and citizen initiatives developed in Europe, this book expands the discussion on the potentialities of urban commoning to demonstrate how an emancipatory urban future may be achieved.

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.

When General Porfirio Díaz assumed power in 1876, he ushered in Mexico's first prolonged period of political stability and national economic growth—though "progress" came at the cost of democracy. Indigenous Autocracy presents a new story about how regional actors negotiated between national authoritarian rule and local circumstances by explaining how an Indigenous person held state-level power in Mexico during the thirty-five-year dictatorship that preceded the Mexican Revolution (the Porfiriato), and the apogee of scientific racism across Latin America. Although he was one of few recognizably Indigenous persons in office, Próspero Cahuantzi of Tlaxcala kept his position (1885–1911) longer than any other gubernatorial appointee under Porfirio Díaz's transformative but highly oppressive dictatorship (1876–1911). Cahuantzi leveraged his identity and his region's Indigenous heritage to ingratiate himself to Díaz and other nation-building elites. Locally, Cahuantzi navigated between national directives aimed at modernizing Mexico, often at the expense of the impoverished rural majority, and strategic management of Tlaxcala's natural resources—in particular, balancing growing industrial demand for water with the needs of the local population. Jaclyn Ann Sumner shows how this intermediary actor brokered national expectations and local conditions to maintain state power, challenging the idea that governors during the Porfirian dictatorship were little more than provincial stewards who repressed dissent. Drawing upon documentation from more than a dozen Mexican archives, the book brings Porfirian-era Mexico into critical conversations about race and environmental politics in Latin America.