Modernizing Minds in El Salvador: Education Reform and the by Héctor Lindo-Fuentes

By Héctor Lindo-Fuentes

In the Sixties and Nineteen Seventies, El Salvador’s reigning army regime instituted a sequence of reforms that sought to modernize the rustic and undermine ideological radicalism, the main formidable of which used to be an schooling initiative. It used to be multifaceted, yet its such a lot arguable part used to be using televisions in school rooms. introduced in 1968 and lasting until eventually the eve of civil struggle within the overdue Nineteen Seventies, the reform ended in scholars receiving guideline via courses broadcast from the capital urban of San Salvador. The Salvadoran lecturers’ union adverse the content material and the strategy of the reform and introduced immense moves. the army regime responded with repressive violence, extra alienating educators and pushing a lot of them into guerrilla fronts.

In this considerate collaborative examine, the authors research the tactics during which schooling reform turned entwined in debates over theories of modernization and the politics of anticommunism. additional research examines how the move driven the rustic into the kind of brutal infighting that was once happening through the 3rd international because the U.S. and U.S.S.R. struggled to impose their political philosophies on constructing countries.

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Extra resources for Modernizing Minds in El Salvador: Education Reform and the Cold War, 1960–1980 (Diálogos Series)

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As far as they were concerned, the definition of liberty did not require popular suffrage or mass empowerment, even though they celebrated democracy and passed laws acknowledging every adult male’s right to vote and his equality before the law, regardless of race or property. Liberal rhetoricians portrayed universal suffrage as leading inevitably to tyranny. 36 The emergent liberalism in El Salvador generated debate and dissention. 37 Local elites resisted the centralizing efforts of the national government.

However, Chávez’s traditional portrayal of the Salvadoran state as an alliance of landed elites and the military and the fact that he limits his focus on the state’s role to actions of repression and terror stand in contrast to the arguments we advance in this book. He similarly limits the United States to being a blindeye supporter and financial backer of the Salvadoran state’s terroristic activities. S. government are important to understanding El Salvador’s system of rule, we also believe that failure to appreciate the multiple story lines surrounding those players prevents a fuller understanding.

But our case study of an alleged Alliance success, El Salvador’s 1968 education reform, sheds new light on the complex way the Alliance functioned in a host country. In the process of trying to better understand the 1968 reform, we have found it difficult to talk about development projects in isolation. Any one project, to say nothing of multiple overlapping projects, required the mobilization of disparate human, financial, and political resources. Thus, projects were bound to involve a wide array of actors at both the local and international level, all of whom came with their own way of doing things.

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