Transforming nationalism into social action with teachers from Yucatan, Mexico

Abstract

PurposeNational basic education curriculum in Mexico emphasizes the need for the construction of a positive national identity. The purpose of this paper is to describe the perceptions, expectations and views of pre‐service Mexican teachers about Mexico as a country.Design/methodology/approachParticipants were 193 in‐training teachers in the last semester of study from the four normal schools (3 public, 1 private, Catholic) in the state of Yucatan who participated voluntarily in the study. From these, 44 (23 per cent) were men and 149 (77 per cent) were women, with a modal age of 21 years old.FindingsOpinions extracted from a paper and pencil survey administered to 193 pre‐service teachers from Yucatan showed that the new teacher training curriculum has succeeded in creating a sense of nationalism and promoting feelings of pride and positive national identity, with the construct of Mexico as a motherland.Research limitations/implicationsThis research suggests training must include activities in community service projects that effectively teach the value of actual work and involvement in the community: all this beyond existing sublime feelings of belonging. Teacher candidates seem to have an increased drive to participate in social and community projects, despite the fact it is not currently formally fostered in the national teacher training curriculum. Further research in these important aspects of traditional teacher training education is needed to better understand the role of nationalism and the values and tradition of the teaching profession in Mexico.Originality/valueThe study found a lack of criticism and reflection about the disadvantages and limitations of a unique orientation to the countries' symbols and rituals. Do teachers need to be a mere reproductive force of values and identities? Or, should teachers be expected to be reflective, critical and aware of the risks and dangers of blind loyalty to the country's policies and government dictates? Teacher training national guidelines should be revised and perhaps an effort to go beyond ideological issues should be considered, posting the concept of performance standards and other forms of accountability whilst in the schools.