Research Progress Report #1: Mexico

For my research project, I have endeavored to research about our southern neighboring country Mexico. This is a logical choice for me for several reasons: 1) I am the child of Mexican immigrants, who are now U.S. citizens, 2) both my parents attended college (more specifically, a technological institute) in Mexico in the period of the late 70s to mid 80s, 3) I myself attended a year of school (4^th grade) in Mexico, 4) I am fluent in Spanish and have the ability to conduct research that will aid this project that might only be available in Spanish. Because of the aforementioned points, my research status includes having gathered information from my parents (i.e. interviews). Interviews with my parents are particularly relevant to this project as my dad completed the Industrial Engineering course of study with an emphasis in Electrical Engineering, and my mom completed the program for Human Resources specifically designed for the industrial sector. Here is sample of some of the data I have to date:

From looking at my dad’s college transcript, courses generally follow those offered in the engineering curriculum here at CalPoly. For example, support courses such as Statics, Dynamics, Calculus, Physics, Thermodynamics, etc.

Secondary education, which is High School for us and Bachilleres (or Bachillerato) or Preparatoria in Mexico, consists of 10^th, 11^th, and 12^th grade only. (Secundaria comprises grades 7,8, and 9). Bachillerato or Preparatoria is not mandatory.

From interviewing my dad, children underwent an evaluation process held by their teachers at the end of Secundaria to discuss their strengths and viable career paths. Preparatoria is aimed for the preparation of those hoping to get into a university, and Bachillerato is more a vocational school. There is a similar process that happens in the education system in Germany, for those who might be researching that country.

My dad noted that knowing some English was definitely beneficial, as his university wanted to stay on top of the latest trends however they could. This meant using English-language textbooks, usually American, to teach the courses. This was attributed to the (perceived?) lack of up-to-date textbooks written originally in Spanish, or the lag in getting English-language textbooks translated into Spanish.

It should be noted that English is taught in public schools in Mexico since the elementary level.

More of my data is directly attributable to my personal experience with receiving schooling in Mexico. To engage in some of the concepts of the class, it would be interesting to see how Mexico’s engineering education might indirectly be a product of combining not only French and British styles of engineering, but obviously the American hybrid model as well, seeing that Mexican universities tend to follow a 4-year degree program. However, my working analysis would be to explore how those who are educated to be engineers in Mexico are highly encouraged, perhaps expected to learn English, yet I suspect that despite their knowledge of English, it is not these technologically-educated Mexicans who immigrate to the United States. I would like to explore how education (particularly engineering) shapes and reveals push/pull factors that might inform an individual’s decision to emigrate.

Progress Report 1: A Revolution?

Is Latin America’s dependency on the United States a result of technology? It can be hard for people to comprehend the notion that technological advancements are not always beneficial but, unfortunately, countless scholars are proving that the development of underdeveloped countries, like Mexico, is due to the United States technological advancements.

Of course, no one can disregard the benefits technology has brought, especially, to the medical field. And the daily chores of the average American have definitely become much less strenuous, or not strenuous at all. However, the majority of the people in underdeveloped worlds, like Latin America, are currently working in worse conditions than if the United States hadn’t had an Industrial Revolution and ignited the movement towards technological advancement because “education, training, science, and technology are all very unevenly distributed through the world” (Arocena 18).

Although, advancements in the medical field have, of course, proven to help people in both developed and under-developed countries, the terrible work conditions in factories and the lack of means for an education are just hitting the surface of reasons why it doesn’t balance out in the end. The life of a factory worker in Mexico is, without a doubt, an undesired life and education is the most promising way to a satisfying life. Technology in Mexico, therefore, hurts the people more than helps them.

So what exactly is appropriate technology in the United States during the 21st century? If the United States has such an overwhelmingly wealth of knowledge within the technical field shouldn’t they be expected to use only technology that benefits the world? Organizations such as, National Center for Appropriate Technology (NCAT) and Engineers Without Borders (EWB) have the right intentions. Their goals entail using new technology to benefit less fortunate people, with culture and environment, always in mind. With that, this introduces the main problem society faces in the field of technology: greed.

The misuse of technology is due to greed. The wealthy business man who only cares about how to turn one dollar in to two dollars is disheartening. The people are forgotten. In Mexico, the people’s culture is not even considered. It is because of greed and so many American’s established independent way of thinking that explains why so many underdeveloped countries are currently stuck in a vicious cycle. For example, “genetic engineering is being used to increase poor people’s dependence on the corporate sector for seeds, agricultural inputs, and produce,reinforcing farmers’ dependence on chemical herbicides and fertilizers” (Arocena 24). When practices, such as this, become installed in to the society it becomes very hard to change and it prevents room for innovation and or small farmer success. Native born American’s do not understand or comprehend other countries more “family” way of thinking.

In my opinion, it is, hands down, the development of technology that led to the “development of the underdeveloped” countries, such as those in Latin America. Frank’s idea “reproduces Baran’s thesis that the extraction of surplus from the periphery by the center limits the for- mer’s ability to grow” (Vernango 555). Suggesting that there was a determined man or woman to end the circle of dependency how would he or she accomplish it? Theotônio dos Santos concluded in his dependency analysis that only “a revolution—would allow a break in the circle of dependency and permit true development in the periphery” (Vernango 555).

Works Cited

Technology, Finance, and Dependency: Latin American Radical Political Economy in Retrospect

Matias Vernengo

Review of Radical Political Economics, Fall 2006; vol. 38: pp. 551-568

Technology, Inequality, and Underdevelopment: The Case of Latin America

Rodrigo Arocena and Peter Senker

Science, Technology & Human Values, January 2003; vol. 28: pp. 15-33