English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

THE unionization of public schoolteachers was one aspect of the sweeping social and economic changes that occurred in the Mexicaln Revolution. Some students of modern Latin America have looked beyond the origins of such spontaneous worker and peasant movements to emphasize the role of government in the creation of social and economic institutions. Fredrick Pike has suggested that Mexico's President Lazaro Cairdenas (1934-1940) carried out reforms and at the same time built a corporate power structure that absorbed peasant and labor organizations. Once assimilated, these institutions became devices by which the government influenced and perhaps controlled the activities of their members so as to insure political and social stability.' One test case for this hypothesis involves the Mexican teachers' unions which experienced the critical period in their development from 1931 to 1945.2 It is the

Teacher Unionization and the Corporate State in Mexico, 1931-1945