| Publication |
2010.
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| Summary/Abstract |
This article examines economic and cultural capital in the lives of public school teachers in Puerto Rico across the last half of the twentieth century to examine the processes through which their class relations have formed and reformed with shifts in Puerto Rican political and economic conditions from the early days of United States rule through neoliberal school reforms of the 1990s. It traces the historical development of the "teacher class" as a female-identified, poorly paid, professional workforce, and examines the impact of class and gender ideologies in this process.
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