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1. A "Necessary" Dictatorship: The "Age of Rosas" in Argentine History Textbooks Published between 1956 and 1983 and the Defence of Authoritarianism (EJ777102)
Author(s):
De Amezola, Gonzalo
Source:
Paedagogica Historica: International Journal of the History of Education, v43 n5 p669-684 Oct 2007
Pub Date:
2007-10-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Change; Authoritarianism; Textbook Content; Textbook Research; Political Attitudes; Foreign Countries; Public Affairs Education; Political Socialization; Historical Interpretation; Historiography; Change Strategies; Social History; History Instruction
Abstract: This paper aims to demonstrate that two traditionally opposed approaches--the official view and a revisionist approach--conflate in defence of authoritarianism in the teaching of History. The main focus is on school textbooks published between 1956, the year when an educational reform was introduced following President Peron's overthrow, and 1983, which saw the fall of the last military dictatorship. There is a comparison of the two main approaches, followed by an analysis of the arguments found in textbooks. These in turn are analysed and compared with those of classic revisionism, which in the 1930s brought about much debate in Argentine history, especially through a reappraisal of Juan Manuel de Rosas's government. (Contains 38 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Disentangling Chile's Authoritarian Neoliberalism and Its Effects: The Downfall of Public Higher Education and Its Implications for Equitable Access (EJ814792)
Pitton, Viviana
Critical Studies in Education, v48 n2 p249-267 Sep 2007
2007-09-00
Journal Articles; Reports - Descriptive
Descriptors: Higher Education; Educational Change; Human Dignity; Foreign Countries; Political Influences; History; Social Change; Social Systems; Freedom; Public Policy; Income; Grants; Expenditures
Abstract: In recent decades, neoliberal reforms have spread across Latin America. Despite different accounts showing the adverse social impact of these reforms, what seems lacking are historical analyses of why and how neoliberal policies occurred in this region. For instance, there are only rare accounts of how dictatorships in the 1970s prepared the terrain for neoliberal reforms. A key instance of this regional process is presented in the dictatorship that ruled Chile from 1973-1990. Theoretically based on political ideas of human dignity and individual freedom, the pragmatics of Chilean neoliberalism were very repressive. This paper will address this tension and the impact of market-driven policies on the public arena, particularly in higher education. (Contains 4 figures and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Historical Analysis of Portuguese Primary School Textbooks (1920-2005) on the Topic of Digestion (EJ764426)
Carvalho, Graca S.; Silva, Rui; Clement, Pierre
International Journal of Science Education, v29 n2 p173-193 Feb 2007
2007-02-00
Journal Articles; Reports - Research
Descriptors: Textbooks; Physiology; Biochemistry; Educational History; Foreign Countries; Content Analysis; Elementary Education; Scientific Concepts; Comparative Analysis
Abstract: Our previous studies have shown that Portuguese primary school pupils and teachers have three main difficulties in the representation of the digestion process: the sequence of the digestive tract, blood absorption, and the relationship of the digestive function with other human functions. In this study we analysed the topic of digestion in 63 Portuguese textbooks (1920-2005). In general, the textual explanation of the digestive process (including reference to blood absorption) is clear, but "confusion" in images is persistent throughout the period studied. To demonstrate the influence of the period of the Portuguese dictatorship (1926-1974), a brief comparison with French textbooks (which developed during the same period with the aim of presenting clearer representations of the digestive tract) was carried out. Results suggest that inadequate images in textbooks may be the main didactic obstacle to accurate learning of the digestive function. (Contains 7 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Teaching the Nazi Dictatorship: Focus on Youth (EJ765189)
Pagaard, Stephen
History Teacher, v38 n2 p189-207 Feb 2005
2005-02-00
Journal Articles; Opinion Papers
Descriptors: Foreign Countries; Historians; Authoritarianism; Police; Autobiographies; War; Youth; History Instruction; Social Systems; Governance
Abstract: Students immediately think they understand this aspect of the Hitler regime, one in which the "Fuehrer" "says," or dictates, and his minions follow. Their usual view of Hitler assumes a tireless leader who works around the clock to supervise--through the secret state police (Gestapo) and other institution--every detail of German life. The second concept students may think they understand is totalitarianism, the systematic Nazi attempt to exert total control over the lives of Germans. Students may also share a commonly held view that dissent in any form was stifled and that concentration camps were an essential part of totalitarian Germany, 1933-45. However, recent scholarship suggests that the tight organization and "well-oiled machine" for which the Nazis are famous simply do not apply to the Hitler regime. In this article, the author cites several evidences that Germany under Hitler's governance was extraordinarily chaotic and confusing. Perhaps the most surprising aspect for students to grasp today is Hitler's amazing lack of interest in serious governmental work, meetings, administration, and bureaucracy. His daily routine involved very little dictating on the Stalin model, particularly when he was away from Berlin in the Obersalzburg, Bavaria. How, then, was Germany actually governed under this supposedly totalitarian tyrant? Studies of the Third Reich in the 1950's and 1960's put Hitler's dominating personality at the center of analysis. This "intentionalist" school of historians is best exemplified by Hugh Trevor Roper, who portrayed the dictator as "the complete master" of Germany who consistently carried out the "Weltanschauung" outlined in his autobiography, "Mein Kampf." By the 1980's a new interpretation had appeared, sometimes called the "structuralist" or "functionalist" approach. Historians such as Martin Broszat emphasize Hitler's disinterest in the day-to-day operation of the Nazi government, and depict Hitler as a "weak dictator." They portray Hitler as having far less control of the Nazi state than had been assumed and, indeed, as being incapable of creating an efficient government. Because of these new perspectives on the Nazi regime, the author provides teaching suggestions for the study of the Nazi dictatorship. (Contains 37 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Tradition and Innovation in the Practical Culture of Schools in Franco's Spain (EJ748893)
Calvo, Carmen Benso
Paedagogica Historica: International Journal of the History of Education, v42 n3 p405-430 Jun 2006
2006-06-00
Descriptors: Foreign Countries; Educational Practices; Educational History; Authoritarianism; School Culture; Educational Change; Instructional Innovation; Modern History; Traditionalism
Abstract: The paper reviews school practice in Spain through the long historic period of the dictatorship of Gen. Francisco Franco between the 1936 Civil War and Franco's death in 1975. For this purpose, an analysis is made of the most relevant documents (school materials, reports, direct testimonies by practising teachers, scientific papers on education and education legislation) of each period of Franco's Regime. Those different types of documents objectify, in accordance with Agustin Escolano's terminology, three distinct modalities of school culture: the practical, experience-based culture which is shaped and transmitted by teachers while practising their profession; the scientific culture, which is organized around the knowledge acquired from teaching speculation and research; and the political culture, which comprises political-institutional discourses and practices that are translated into regulatory provisions supporting the formal organization of education. These three different cultures were supported by three different logics, which proved to be autonomous and at the same time interdependent during the long Franco period. The result will be a presentation of the different importance attached in school practice to tradition, teaching innovations, professional routines and changes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. The Reinvention of the New Education Movement in the Franco Dictatorship (Spain, 1936-1976) (EJ748875)
Andres, Maria del Mar del Pozo; Braster, J. F. A.
Paedagogica Historica: International Journal of the History of Education, v42 n1-2 p 109-126 Feb 2006
2006-02-00
Descriptors: Publications; Educational Change; Foreign Countries; Authoritarianism; Elementary Schools; Catholics; Educational Practices; Intellectual History; Change Agents; Politics of Education; Educational History; Activism
Abstract: During the Second Spanish Republic (1931-1939) the Government identified many of its educational goals with those of the international movement of the New School. While not subscribing to any particular trends, the legal documents are filled with appeals to activism, vitality, work school and collaboration. Many teachers identified with and enthusiastically supported these ideas. However, other educators, those generally belonging to Catholic Associations, saw the New School as a movement that served as an international referendum for such ideas as religious neutrality or coeducation, introduced by the Republican government in primary schools and that was perceived by these groups as an important step in the "de-Christianization" of Catholic Spain. Once the Civil War (1936-1939) was over, these same educators were commissioned to create a pedagogic body for the new Francoist legislation. In this article the different phases of the relationship of the New School movement with the so called "new Spanish pedagogy" are analysed. In the first phase (1936-1949) the dominating characteristics were silence and rejection. Not only was the New School criticized but it was silenced and made invisible. It was even denied the name by which it was known worldwide. Concepts defended by New School such as interest, joy and activity were compared with the concepts of effort, pain and discipline, as the truly Spanish pedagogic alternative. The explicit condemnation that the Francoist pedagogues made of Rousseauan naturalism, the latest inspiration of the New School, was hidden behind this "war of terminologies." This condemnation was in line with the ideas of the Papal Encyclical Divini Illius Magistri (1929). Another factor of rejection could be the twisted connections made between some of the socializing characteristics of the methodologies and Soviet communism. In the second phase (1950-1962) the younger generation of Spanish pedagogues, those trained at the end of the 1940s and from whom publications on this trend had been withheld, initiated the reconstruction of the movement of New School. Having rediscovered it, they gave it an appreciation normally reserved for personal discoveries. However, not all its representatives were equally well known, nor were their educational theories accepted unconditionally. The pedagogues of the regime invented new interpretations of classic terms such as "activity", which were forerunners of new pedagogic tendencies. In the third phase (1963-1976) there was an attempt to appropriate some of the prevailing elements of the pedagogic culture of the early decades of the twentieth century. Legal reforms and publications on education as well were impregnated with terms that were reminiscent of the New School. The great educational reform would culminate with the General Law of Education of 1970 which, although there are several ideas reminiscent of New School, we cannot claim to be even remotely inspired by this movement. The influence came through intermediaries. Personalized education, which provided the pedagogic-ideological foundation for this law, identified some of the tendencies of the New School as precedents, while others were completely silenced. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Building for the Future by Expatiating the Past: High Drama from the Summit of China's Learning Mountain (EJ739466)
Boshier, Roger; Huang, Yan
International Journal of Lifelong Education, v25 n4 p351-367 Jul-Aug 2006
2006-00-00
Descriptors: Foreign Countries; Futures (of Society); Lifelong Learning; Learning Experience; Humanism; Politics; Authoritarianism; Outdoor Education; Educational Environment
Abstract: As part of a large-scale learning initiative, the Chinese Communist Party has declared Lushan to be a "learning mountain". There have been people learning at Lushan Mountain for 2000 years. In 1959 there was a Central Committee meeting at Lushan, where Mao Zedong purged his widely respected comrade Peng Dehuai for daring to say people were starving because of the Great Leap Forward. Everyone knew Peng spoke the truth but few dared antagonize the Chairman. Today the 1959 purge of Peng is seen as the end of comrades and consensus and beginning of dictatorship. There were other tumultuous meetings there in 1961 and 1970. Hence, reconstructing Lushan as a learning mountain is an attempt to expatiate the past and build a more humane future. In addition, putting learning at the top of the mountain brings tourists! The authors analyze the Chinese learning initiative and describe the political significance of Lushan. Theoretically, the learning mountain is shaped by Jiang Zemin's "three represents", first-generation (Faure report) lifelong education and, most surprisingly, humanist/interpretivism. At Lushan, the 21st century might best be assured by learning from the first century. Zhu Xi was wise and, 2000 years ago, not enthused by learning in schools. Now as then, why go to school when you can learn on a mountain? (Contains 3 figures and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. "Listen and I Tell You Something": Storytelling and Social Action in the Healing of the Oppressed (EJ718893)
Leseho, Johanna; Block, Laurie
British Journal of Guidance and Counselling, v33 n2 p175-184 May 2005
2005-05-00
No
Descriptors: Foreign Countries; Social Action; Story Telling; Violence; Coping; Political Issues; Politics; Terrorism; Counseling Psychology; Posttraumatic Stress Disorder; Social Problems
Abstract: The process of healing from life under a military dictatorship is slow and arduous. Reviving one's sense of self when the peace has been shattered; articulating vision and purpose in a culture and a community polarized and divided, requires both a connection to the spiritual and an outlet for direct action. In both cases it is necessary to reclaim one's voice and to find others who will listen with the commitment to receive and understand. In this article, the words of citizens of Argentina and Chile are presented to illustrate the experience of those who lived in violence and how they are managing to heal. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Paul Abraham: A Forgotten Scholar of the Prussian Academy of Sciences and Humanities (EJ797118)
Thiel, Jens
Minerva: A Review of Science, Learning and Policy, v42 n4 p393-420 Dec 2004
2004-12-00
Descriptors: Jews; War; Humanities; World History; Sciences
Abstract: Paul Abraham, one of the Berlin Academy's most experienced researchers, was deported to Auschwitz in 1943. The fate of this Jewish scholar reveals much about the inner life of the Academy, and its treatment of Jewish staff, during the World War II. This paper describes his life, against a backdrop of war, revolution, and dictatorship, and in the context of one of the Academy's most prestigious projects. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Teaching in and against the Empire: Critical Pedagogy as Revolutionary Praxis (EJ795238)
McLaren, Peter; Martin, Gregory; Farahmandpur, Ramin; Jaramillo, Nathalia
Teacher Education Quarterly, v31 n1 p131-153 Win 2004
2004-00-00
Descriptors: Critical Theory; Global Approach; Educational Change; Foreign Policy; Politics of Education; Educational Philosophy; Social Justice; Social Action; Federal Programs; Educational Policy; Social Systems; Elementary Secondary Education; Ideology; Teacher Education; Teacher Education Curriculum; War; World Problems
Abstract: All across the country, critical educators are fighting on dozens of fronts, searching in both form and content for a coherent pedagogical expression that captures their opposition to what they perceive as major developments of world-historical importance: the pandemic of economic globalization; United States geopolitical imperialism and the rabid manner in which the Bush administration crazed with success is defining and responding to the current war on terrorism; the linking of patriotism to an unquestioning and unthinking adherence to the Bush administration's anti-terrorist agenda; the neoliberal mandates of the Western capitalist countries and the international dictatorship of transnational corporations; and the ideological agenda embedded in the Bush administration's approach to educational change. Clearly, all of these fronts are interrelated and important. In this article, the authors focus their discussion on expanding the concept of some of these fronts so that it addresses both the urgency and the scope of the current crisis of capitalism in relation to the crisis of educational reform, and takes as its central aim the struggle against capitalism and imperialism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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