"Una etapa siempre difícil": Concepts of Adolescence and Secondary Education in Mexico

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Previous articleNext article No Access"Una etapa siempre difícil": Concepts of Adolescence and Secondary Education in MexicoBradley A. LevinsonBradley A. Levinson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 43, Number 2May, 1999 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/447552 Views: 14Total views on this site Citations: 30Citations are reported from Crossref Copyright 1999 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Erwin H. Epstein Education as a Fault Line in Assessing Democratization: Ignoring the Globalizing Influence of Schools, (Sep 2021): 737–755.https://doi.org/10.1007/978-3-030-66003-1_42Bradley A Levinson Radical pluralism and the challenges of educating for democratic-ecological civic identities: Reflections from the Mexican school context, Education, Citizenship and Social Justice 15, no.11 (Feb 2019): 10–21.https://doi.org/10.1177/1746197919829075Swati Sharma, Prateek Sharma Educational mismatch and its impact on earnings: evidence from Indian labour market, International Journal of Social Economics 44, no.1212 (Dec 2017): 1778–1795.https://doi.org/10.1108/IJSE-05-2016-0134David Sancho Escaping India’s culture of education: Migration desires among aspiring middle-class young men, Ethnography 18, no.44 (Jan 2017): 515–534.https://doi.org/10.1177/1466138116687591Catherine E. Bolten “A Great Scholar is an Overeducated Person”, Journal of Anthropological Research 71, no.11 (Dec 2015): 23–47.https://doi.org/10.3998/jar.0521004.0071.102Dong Dong, Chan Kara Adolescent Girls‘ Evaluation of Brands during Liminal Life Stages, International Journal of Trade, Economics and Finance 5, no.33 (Jun 2014): 249–254.https://doi.org/10.7763/IJTEF.2014.V5.379Lesley Bartlett, Dina López, Erika Mein, Laura A. Valdiviezo Adolescent Literacies in Latin America and the Caribbean, Review of Research in Education 35, no.11 (Mar 2011): 174–207.https://doi.org/10.3102/0091732X10383210CRAIG JEFFREY Timepass: Youth, class, and time among unemployed young men in India, American Ethnologist 37, no.33 (Jul 2010): 465–481.https://doi.org/10.1111/j.1548-1425.2010.01266.xKeith Whitescarver, Judith Kalman Extending traditional explanations of illiteracy: historical and cross‐cultural perspectives, Compare: A Journal of Comparative and International Education 39, no.44 (Jul 2009): 501–515.https://doi.org/10.1080/03057920801903407Robert F. Arnove World-Systems Analysis and Comparative Education in the Age of Globalization, (Jan 2009): 101–119.https://doi.org/10.1007/978-1-4020-6403-6_8Craig Jeffrey Fixing Futures: Educated Unemployment through a North Indian Lens, Comparative Studies in Society and History 51, no.11 (Dec 2008): 182–211.https://doi.org/10.1017/S0010417509000085Nadine Dolby, Aliya Rahman Research in International Education, Review of Educational Research 78, no.33 (Jan 2017): 676–726.https://doi.org/10.3102/0034654308320291Robert C. Williamson Education: A Continuing Challenge, (Jan 2006): 195–228.https://doi.org/10.1007/978-1-137-09592-3_9Elizabeth Fussell Measuring the Early Adult Life Course in Mexico: An Application of the Entropy Index, Advances in Life Course Research 9 (Jan 2005): 91–122.https://doi.org/10.1016/S1040-2608(04)09004-5Maribel Blasco Mobilising Family Solidarity? Rights, Responsibilities and Secondary Schooling in Urban Mexico, (Jan 2005): 127–144.https://doi.org/10.1057/9780230523197_8Bradley A.U. Levinson Programs for Democratic Citizenship in Mexico's Ministry of Education: Local Appropriations of Global Cultural Flows, Indiana Journal of Global Legal Studies 12, no.11 (Jan 2005): 251–284.https://doi.org/10.2979/GLS.2005.12.1.251Leslie Reese Parental Strategies in Contrasting Cultural Settings: Families in Mexico and "El Norte", Anthropology <html_ent glyph="@amp;" ascii="&"/> Education Quarterly 33, no.11 (Mar 2002): 30–59.https://doi.org/10.1525/aeq.2002.33.1.30Gerald K Letendre, Motoko Akiba Teacher Beliefs about Adolescent Development: Cultural and organizational impacts on Japanese and US middle school teachers' beliefs, Compare: A Journal of Comparative and International Education 31, no.22 (Jul 2010): 187–203.https://doi.org/10.1080/03057920120053201 Introduction, (Jan 2001): 1–11.https://doi.org/10.1215/9780822381075-001 Historical Contexts, (Jan 2001): 13–35.https://doi.org/10.1215/9780822381075-002 Ethnographic Beginnings, (Jan 2001): 36–54.https://doi.org/10.1215/9780822381075-003 Institutional Contexts, (Jan 2001): 55–91.https://doi.org/10.1215/9780822381075-004 Somos Muy Unidos, (Jan 2001): 92–144.https://doi.org/10.1215/9780822381075-005 Sites of Social Difference and the Production of Schooled Identity, (Jan 2001): 145–189.https://doi.org/10.1215/9780822381075-006 Friendship Groups, Youth Culture, and the Limits of Solidarity, (Jan 2001): 190–235.https://doi.org/10.1215/9780822381075-007 Political Economic Change, Life Trajectories, and Identity Formation, 1988-1998, (Jan 2001): 236–301.https://doi.org/10.1215/9780822381075-008 Games Are Serious, (Jan 2001): 302–321.https://doi.org/10.1215/9780822381075-009 Notes, (Jan 2001): 363–390.https://doi.org/10.1215/9780822381075-010 Works Cited, (Jan 2001): 391–416.https://doi.org/10.1215/9780822381075-011Erwin H. Epstein Education as a Fault Line in Assessing Democratisation: Ignoring the Globalising Influence of Schools, (): 613–630.https://doi.org/10.1007/1-4020-2960-8_38