Abstract
This article identifies four different responses to educational policy in peasant villages. Acceptance, appropriation, resistance and opposition to schools are considered as forms of negotiating the educational contract. Peasants contributed to education through legal and customary practices. In return, they sought to influence the terms of schooling. However limited, such influence was possible because the Mexican state had scarce resources and depended on villagers’ support. Taking into account the difficulties of peasants’ subordinate position, their struggle over schooling is defined as a defence of autonomy rather than an exercise of citizenship.
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