Pub Date : 2021-11-08DOI: 10.1515/9783110696905-003
I. Ķestere, Baiba Kaļķe
Teaching and learning are emotional processes. Therefore understanding, disciplining or normalizing, suppressing, and displaying emotions present a field of research for educational psychologists, philosophers, sociologists, and anthropologists – a field in which extensive research experience has already been invested. Since the end of the twentieth century, emotions have also become a thriving and dynamic (sub)field of historical studies, joining many “turns” in the history of education, too. Whereas in psychology, emotions are viewed as “located in the individual,” historians are among those who take emotion research outside of the human psyche. They reveal emotions as social constructs, that is, as generated by standards, values, and beliefs rooted in an individual’s experience and developed in certain historical, sociocultural, political, and institutional contexts. Thorough examination of these contexts lets historian’s questions in emotion research be answered. In turn, studying
{"title":"Chapter 2 “Solemn as the Kremlin”? Emotions of Teachers in Soviet Classroom Photos","authors":"I. Ķestere, Baiba Kaļķe","doi":"10.1515/9783110696905-003","DOIUrl":"https://doi.org/10.1515/9783110696905-003","url":null,"abstract":"Teaching and learning are emotional processes. Therefore understanding, disciplining or normalizing, suppressing, and displaying emotions present a field of research for educational psychologists, philosophers, sociologists, and anthropologists – a field in which extensive research experience has already been invested. Since the end of the twentieth century, emotions have also become a thriving and dynamic (sub)field of historical studies, joining many “turns” in the history of education, too. Whereas in psychology, emotions are viewed as “located in the individual,” historians are among those who take emotion research outside of the human psyche. They reveal emotions as social constructs, that is, as generated by standards, values, and beliefs rooted in an individual’s experience and developed in certain historical, sociocultural, political, and institutional contexts. Thorough examination of these contexts lets historian’s questions in emotion research be answered. In turn, studying","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121454526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-010
K. Priem
In March 1950, David Seymour started working on an ambitious reportage on illiteracy, then a major problem in Southern Italy. On assignment for UNESCO, he visited a number of remote villages in the region of Calabria: Roggiano Gravina, Bagaladi, Saucci, San Nicola da Crissa, Cimino, and Capistrano. His journey resulted in approximately 540 pictures, many of which showed reading and writing classes for children and adults. These classes were run by local committees of the Unione nazionale per la lotta contro l’analfabetismo (National League for the Fight Against Illiteracy, UNLA), an organization created with the aim of establishing democratic political structures in Calabria by teaching peasants and their children how to read and write. In all likelihood it was Carlo Levi who first introduced David Seymour to the mentality and the hierarchical and oppressive cultural, social, and political landscape of Southern Italy. Levi and Seymour were well acquainted, and it was Seymour who advised Levi to publish some of his articles focusing on the situation in Southern Italy in the New York Times Magazine in the late 1940s and early 1950s.
{"title":"Chapter 9 Visual Presence and Interpretation: Two Dimensions of the Fight Against Illiteracy in Texts by Carlo Levi and Photographs by David Seymour (1950)","authors":"K. Priem","doi":"10.1515/9783110696905-010","DOIUrl":"https://doi.org/10.1515/9783110696905-010","url":null,"abstract":"In March 1950, David Seymour started working on an ambitious reportage on illiteracy, then a major problem in Southern Italy. On assignment for UNESCO, he visited a number of remote villages in the region of Calabria: Roggiano Gravina, Bagaladi, Saucci, San Nicola da Crissa, Cimino, and Capistrano. His journey resulted in approximately 540 pictures, many of which showed reading and writing classes for children and adults. These classes were run by local committees of the Unione nazionale per la lotta contro l’analfabetismo (National League for the Fight Against Illiteracy, UNLA), an organization created with the aim of establishing democratic political structures in Calabria by teaching peasants and their children how to read and write. In all likelihood it was Carlo Levi who first introduced David Seymour to the mentality and the hierarchical and oppressive cultural, social, and political landscape of Southern Italy. Levi and Seymour were well acquainted, and it was Seymour who advised Levi to publish some of his articles focusing on the situation in Southern Italy in the New York Times Magazine in the late 1940s and early 1950s.","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127113594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-012
Sara González Gómez, Bernat Sureda Garcia
{"title":"Chapter 11 The Visual Discourse and Public Image of the Spanish Scouts (1912–1931","authors":"Sara González Gómez, Bernat Sureda Garcia","doi":"10.1515/9783110696905-012","DOIUrl":"https://doi.org/10.1515/9783110696905-012","url":null,"abstract":"","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125143663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-008
Stefanie Kesteloot
The end of the Second World War marked the beginning of a new era. The discovery of war atrocities accelerated a worldwide search for an answer to protect human dignity for all. The United Nations, founded in 1945 to unite the world, appointed a small group of experts to explore the questions: “What are human beings and what are they entitled to?” Based on their findings, the Commission on Human Rights drafted a Universal Declaration of Human Rights (UDHR) that was adopted and signed by the United Nations General Assembly on December 10, 1948. By signing this declaration, the member states of the United Nations also pledged to promote the universal values codified in the document through the United Nations Educational, Scientific and Cultural Organization (UNESCO). UNESCO was established in 1945 with the specific task to propagate peace and security, as mandated in its constitution: “Since wars begin in the minds of men and women, it is in the minds of men and women that the defences of peace must be constructed.” UNESCO’s first Director General, Julian S. Huxley, an English biologist, defined the organization’s philosophy as a “scientific world humanism, global in extent and evolutionary in background.” Some of UNESCO’s campaigns focused on informing and educating people about the scope and meaning of the UDHR through books, the press, radio, films, exhibitions, and teaching in schools. It
第二次世界大战的结束标志着一个新时代的开始。战争暴行的发现加速了全世界对保护所有人的人类尊严的答案的寻求。1945年为团结世界而成立的联合国，任命了一个专家小组来探讨以下问题:“什么是人类?他们有什么权利?”根据他们的调查结果，人权委员会起草了《世界人权宣言》(UDHR)，该宣言于1948年12月10日由联合国大会通过并签署。通过签署这一宣言，联合国会员国还承诺通过联合国教育、科学及文化组织(UNESCO)促进文件中编纂的普世价值。教科文组织成立于1945年，其具体任务是宣传和平与安全，正如其《组织法》所规定的那样:“由于战争始于男人和女人的思想，因此必须在男人和女人的思想中构筑保卫和平的屏障。”联合国教科文组织的首任总干事朱利安·s·赫胥黎(Julian S. Huxley)是一位英国生物学家，他将该组织的理念定义为“科学世界的人文主义，范围是全球性的，背景是进化的”。教科文组织的一些活动侧重于通过书籍、报刊、广播、电影、展览和学校教学等方式向人们宣传和教育《世界人权宣言》的范围和意义。它
{"title":"Chapter 7 Mediating the Right to Education: An Analysis of UNESCO’s Exhibition Album on Human Rights and Its Global Dissemination in 1951","authors":"Stefanie Kesteloot","doi":"10.1515/9783110696905-008","DOIUrl":"https://doi.org/10.1515/9783110696905-008","url":null,"abstract":"The end of the Second World War marked the beginning of a new era. The discovery of war atrocities accelerated a worldwide search for an answer to protect human dignity for all. The United Nations, founded in 1945 to unite the world, appointed a small group of experts to explore the questions: “What are human beings and what are they entitled to?” Based on their findings, the Commission on Human Rights drafted a Universal Declaration of Human Rights (UDHR) that was adopted and signed by the United Nations General Assembly on December 10, 1948. By signing this declaration, the member states of the United Nations also pledged to promote the universal values codified in the document through the United Nations Educational, Scientific and Cultural Organization (UNESCO). UNESCO was established in 1945 with the specific task to propagate peace and security, as mandated in its constitution: “Since wars begin in the minds of men and women, it is in the minds of men and women that the defences of peace must be constructed.” UNESCO’s first Director General, Julian S. Huxley, an English biologist, defined the organization’s philosophy as a “scientific world humanism, global in extent and evolutionary in background.” Some of UNESCO’s campaigns focused on informing and educating people about the scope and meaning of the UDHR through books, the press, radio, films, exhibitions, and teaching in schools. It","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123876389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-004
Xavier Motilla Salas, Llorenç Gelabert Gual
The collection of photographs considered here comes from the School of Musical Pedagogy-Ireneu Segarra Method (SMP-ISM) and contains images taken between 1974 and 2003. The images are organized into three amateur photo albums that are all housed in the Music Archives at the Abbey of Montserrat, in a special section that stores all the SMP-ISM’s archival collections. The main objective of the current chapter is to analyze a specific selection of photographs that were taken during a 1984 music class at the Autonomous University of Barcelona’s (UAB by its Catalan initials) Student Teaching School. All five of the images shown below were taken by a professional photographer to be published in a book commemorating the ten-year anniversary of the SMP-ISM. The relevance of this particular collection of photographs is that they are an iconographic compilation of the innovations that the Ireneu Segarra method contributed to primary education. To contextualize the collection, we first provide an overview of the movement to redevelop music teaching at the SMP-ISM in Catalonia, at a time defined by the rollout of Spain’s General Education Law. We also give a brief account of the SMP-ISM’s photographic archives and the publication for which these particular photos were taken. Finally, we conduct an in-depth analysis of our set of images based on their intrinsic value as historical evidence and relevance in painting a picture of the iconography surrounding the redevelopment of music teaching in schools, their intended visibility, and use as propaganda. This analysis arises from the belief that photography not only witnesses historic events, but also serves to shape an explanatory and justificatory discourse of reality. The specific analysis of the photographs was performed at three levels – analysis of the image itself, historical context, and interpretation – and mainly inspired by the iconographic method of
{"title":"Chapter 3 Images of the Ireneu Segarra Method and its Uses in Schools at the Onset of Music Education Redevelopment in Catalonia","authors":"Xavier Motilla Salas, Llorenç Gelabert Gual","doi":"10.1515/9783110696905-004","DOIUrl":"https://doi.org/10.1515/9783110696905-004","url":null,"abstract":"The collection of photographs considered here comes from the School of Musical Pedagogy-Ireneu Segarra Method (SMP-ISM) and contains images taken between 1974 and 2003. The images are organized into three amateur photo albums that are all housed in the Music Archives at the Abbey of Montserrat, in a special section that stores all the SMP-ISM’s archival collections. The main objective of the current chapter is to analyze a specific selection of photographs that were taken during a 1984 music class at the Autonomous University of Barcelona’s (UAB by its Catalan initials) Student Teaching School. All five of the images shown below were taken by a professional photographer to be published in a book commemorating the ten-year anniversary of the SMP-ISM. The relevance of this particular collection of photographs is that they are an iconographic compilation of the innovations that the Ireneu Segarra method contributed to primary education. To contextualize the collection, we first provide an overview of the movement to redevelop music teaching at the SMP-ISM in Catalonia, at a time defined by the rollout of Spain’s General Education Law. We also give a brief account of the SMP-ISM’s photographic archives and the publication for which these particular photos were taken. Finally, we conduct an in-depth analysis of our set of images based on their intrinsic value as historical evidence and relevance in painting a picture of the iconography surrounding the redevelopment of music teaching in schools, their intended visibility, and use as propaganda. This analysis arises from the belief that photography not only witnesses historic events, but also serves to shape an explanatory and justificatory discourse of reality. The specific analysis of the photographs was performed at three levels – analysis of the image itself, historical context, and interpretation – and mainly inspired by the iconographic method of","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"81 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129944335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-009
Francisca Comas Rubí, Gabriel Barceló Bauzà
{"title":"Chapter 8 School Practices in Photographs: Recess","authors":"Francisca Comas Rubí, Gabriel Barceló Bauzà","doi":"10.1515/9783110696905-009","DOIUrl":"https://doi.org/10.1515/9783110696905-009","url":null,"abstract":"","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131091423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-007
Pere Fullana Puigserver, Avelina Miquel Lara
{"title":"Chapter 6 Physical Education and Sport in Spain: El Explorador Magazine","authors":"Pere Fullana Puigserver, Avelina Miquel Lara","doi":"10.1515/9783110696905-007","DOIUrl":"https://doi.org/10.1515/9783110696905-007","url":null,"abstract":"","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116279807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1515/9783110696905-011
J. Meda, S. Polenghi
{"title":"Chapter 10 The Impossible Schools: Rural Classrooms in the Paintings of Italian Artists During the Second Half of the Nineteenth Century","authors":"J. Meda, S. Polenghi","doi":"10.1515/9783110696905-011","DOIUrl":"https://doi.org/10.1515/9783110696905-011","url":null,"abstract":"","PeriodicalId":355863,"journal":{"name":"Media Matter","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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