El proposito de este articulo es conocer los aportes de la “Sociedad de Instruccion Popular” hacia el fomento de la ensenanza en el extremo norte de Chile destacando el enfasis y preocupacion que tuvo dicha institucion con las clases populares y la labor reconocida como aliado del Estado chileno en la tarea de su implantacion en la zona. De esta manera, a traves de la revision de fuentes primarias y secundarias se expone la accion motivada por la coincidencia de principios entre un grupo particular de la sociedad civil y el estado recien instalado en una region incorporada como resultado de la expansion militar, particularmente en torno a las acciones orientadas a los establecimientos de escuelas nocturnas para hombres y mujeres, escuela para proletarios y las conferencias publicas, siendo estas ultimas, otra forma de educar al pueblo a traves de la difusion de la cultura, las letras y el conocimiento. Todas estas consideradas como el camino hacia el progreso.
{"title":"Educación de las Clases Populares: La Sociedad de Instrucción Popular en el Extremo Norte de Chile (1914-1924)","authors":"Elías Pizarro, Raúl Bustos González","doi":"10.17583/HSE.2018.3039","DOIUrl":"https://doi.org/10.17583/HSE.2018.3039","url":null,"abstract":"El proposito de este articulo es conocer los aportes de la “Sociedad de Instruccion Popular” hacia el fomento de la ensenanza en el extremo norte de Chile destacando el enfasis y preocupacion que tuvo dicha institucion con las clases populares y la labor reconocida como aliado del Estado chileno en la tarea de su implantacion en la zona. De esta manera, a traves de la revision de fuentes primarias y secundarias se expone la accion motivada por la coincidencia de principios entre un grupo particular de la sociedad civil y el estado recien instalado en una region incorporada como resultado de la expansion militar, particularmente en torno a las acciones orientadas a los establecimientos de escuelas nocturnas para hombres y mujeres, escuela para proletarios y las conferencias publicas, siendo estas ultimas, otra forma de educar al pueblo a traves de la difusion de la cultura, las letras y el conocimiento. Todas estas consideradas como el camino hacia el progreso.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73181819","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}
Resumen La investigacion sobre la maleabilidad de la memoria humana ha mostrado como podemos incorporar informacion erronea dadas ciertas condiciones sociales. Esta linea de investigacion ha llevado a psicologos cognitivos a centrarse en los errores de la memoria y la desinformacion que puede ser causados por contagio social. Basado en el mismo efecto de contagio social, estudios recientes se han centrado en las caracteristicas potencialmente adaptables de la memoria. Dicha adaptabilidad nos facilita desarollar la confianza en los miembros de los grupos sociales a los que pertenecemos. Esto nos permite promover la cooperacion creando las condiciones para la formacion y mantenimiento de ‘comunidades de memoria’, que son la base para la construccion y la transmision de memoria colectivas. Si por un momento nos distanciamos de los actuales debates filosoficos acerca de si los grupos pueden tener una mente, y por lo tanto ellos mismos pueden formar memorias colectivas, esta puede ser definida como memorias individuales compartidas en una comunidad, que le confieren identidad a la comunidad. Las memorias colectivas pueden pertenecer a un proyecto identitario que los miembros de grupos sociales emplean para conservar su historia y mantener cohesion. El objetivo de nuestro articulo es investigar cuales son los factores sociales y cognitivos que promueven la formacion de memorias colectivas en interacciones sociales. Para esto discutimos numerosos estudios en psicologia social, cultural y cognitiva que se han centrado en encontrar y explicar los beneficios y costos de formar memorias colectivas. La evidencia empirica sugiere que la adaptabilidad de la memoria humana, y en consecuencia la capacidad que grupos sociales tienen para formar memorias colectivas sobre las cuales basar sus identidades sociales parece ser bastante independiente de la veracidad y precision de tales recuerdos.
{"title":"Memorias Adaptables para la Construcción de Identidades Colectivas","authors":"Lucas M. Bietti","doi":"10.17583/HSE.2018.2820","DOIUrl":"https://doi.org/10.17583/HSE.2018.2820","url":null,"abstract":"Resumen La investigacion sobre la maleabilidad de la memoria humana ha mostrado como podemos incorporar informacion erronea dadas ciertas condiciones sociales. Esta linea de investigacion ha llevado a psicologos cognitivos a centrarse en los errores de la memoria y la desinformacion que puede ser causados por contagio social. Basado en el mismo efecto de contagio social, estudios recientes se han centrado en las caracteristicas potencialmente adaptables de la memoria. Dicha adaptabilidad nos facilita desarollar la confianza en los miembros de los grupos sociales a los que pertenecemos. Esto nos permite promover la cooperacion creando las condiciones para la formacion y mantenimiento de ‘comunidades de memoria’, que son la base para la construccion y la transmision de memoria colectivas. Si por un momento nos distanciamos de los actuales debates filosoficos acerca de si los grupos pueden tener una mente, y por lo tanto ellos mismos pueden formar memorias colectivas, esta puede ser definida como memorias individuales compartidas en una comunidad, que le confieren identidad a la comunidad. Las memorias colectivas pueden pertenecer a un proyecto identitario que los miembros de grupos sociales emplean para conservar su historia y mantener cohesion. El objetivo de nuestro articulo es investigar cuales son los factores sociales y cognitivos que promueven la formacion de memorias colectivas en interacciones sociales. Para esto discutimos numerosos estudios en psicologia social, cultural y cognitiva que se han centrado en encontrar y explicar los beneficios y costos de formar memorias colectivas. La evidencia empirica sugiere que la adaptabilidad de la memoria humana, y en consecuencia la capacidad que grupos sociales tienen para formar memorias colectivas sobre las cuales basar sus identidades sociales parece ser bastante independiente de la veracidad y precision de tales recuerdos.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87603498","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}
Histories of the British East India Company usually ignore the company’s use of slave labor. Records from its factory at Bencoolen in Sumatra provide an opportunity to examine company attitudes and policies toward its chattel work force in greater detail. These sources reveal that the company drew slaves from a global catchment area to satisfy the demand for labor in its far-flung commercial empire, shed light on policies and practices regarding the treatment of company slaves, and illustrate the company’s role in the development of increasingly interconnected free and forced labor trades during the late eighteenth and early nineteenth centuries. The Bencoolen case study also highlights the need to examine colonial migrant labor systems in the Indian Ocean and maritime Asia worlds in more fully developed contexts.
{"title":"Slavery in a Remote but Global Place: the British East India Company and Bencoolen, 1685-1825","authors":"Richard Allen","doi":"10.17583/HSE.2018.3374","DOIUrl":"https://doi.org/10.17583/HSE.2018.3374","url":null,"abstract":"Histories of the British East India Company usually ignore the company’s use of slave labor. Records from its factory at Bencoolen in Sumatra provide an opportunity to examine company attitudes and policies toward its chattel work force in greater detail. These sources reveal that the company drew slaves from a global catchment area to satisfy the demand for labor in its far-flung commercial empire, shed light on policies and practices regarding the treatment of company slaves, and illustrate the company’s role in the development of increasingly interconnected free and forced labor trades during the late eighteenth and early nineteenth centuries. The Bencoolen case study also highlights the need to examine colonial migrant labor systems in the Indian Ocean and maritime Asia worlds in more fully developed contexts.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"22 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81513209","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}
Los documentos iconograficos son una fuente poco utilizada para la recuperacion de la memoria social y educativa. Este trabajo se sirve de las memorias de practicas de los primeros pedagogos espanoles instruidos en el franquismo, que describen de forma narrativa el contexto escolar y la situacion de las instituciones educativas de un lugar concreto de la geografia espanola. Para ello se han seleccionado 45 memorias que reproducen un total de 475 imagenes en forma de postales, fotografias y recortes, estudiadas a traves de un analisis de su contenido y agrupadas bajo dos focos de investigacion: sociedad y educacion en la posguerra. Los resultados muestran el enfasis de los estudiantes por resaltar, desde las imagenes de sus trabajos, el patrimonio historico artistico de la zona estudiada, sus costumbres y tradiciones, por plasmar la variedad de centros (publicos y privados) y las diferencias academicas, personales y materiales de ambos tipos de educacion. En las imagenes analizadas es evidente la relevante influencia de los roles de genero, de la identidad nacional y de la religion catolica.
{"title":"Sociedad y educación en la posguerra (1939-1953). Una mirada desde las imágenes de las memorias de prácticas de los primeros pedagogos instruidos en el franquismo","authors":"Miriam Sonlleva Velasco, C. Simón, L. Egido","doi":"10.17583/HSE.2018.2903","DOIUrl":"https://doi.org/10.17583/HSE.2018.2903","url":null,"abstract":"Los documentos iconograficos son una fuente poco utilizada para la recuperacion de la memoria social y educativa. Este trabajo se sirve de las memorias de practicas de los primeros pedagogos espanoles instruidos en el franquismo, que describen de forma narrativa el contexto escolar y la situacion de las instituciones educativas de un lugar concreto de la geografia espanola. Para ello se han seleccionado 45 memorias que reproducen un total de 475 imagenes en forma de postales, fotografias y recortes, estudiadas a traves de un analisis de su contenido y agrupadas bajo dos focos de investigacion: sociedad y educacion en la posguerra. Los resultados muestran el enfasis de los estudiantes por resaltar, desde las imagenes de sus trabajos, el patrimonio historico artistico de la zona estudiada, sus costumbres y tradiciones, por plasmar la variedad de centros (publicos y privados) y las diferencias academicas, personales y materiales de ambos tipos de educacion. En las imagenes analizadas es evidente la relevante influencia de los roles de genero, de la identidad nacional y de la religion catolica.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"7 1","pages":"26-54"},"PeriodicalIF":0.1,"publicationDate":"2018-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44131952","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}
This article explores the impetus and motivation for the McMillan sisters, Christian Socialists committed to creating change for the working class in England, to create an innovative and enduring ideal of nursery education through the open-air nursery. Influenced by their membership in the Fabian Society and the Independent Labour Party, they created health and dental clinics for people living in deprivation in Yorkshire and East and South East London, England, campaigned for the 1906 Provision of School Meals Act, and created night camps for deprived children in Deptford in 1908.The night camps were the inspiration for educating young children and in March 1914, the open-air nursery opened for the youngest children living in the tenements of Deptford. Using archival methods, the conclusion is reached that the McMillan sisters, and Margaret specifically, worked tirelessly to create social change through the open-air nursery serving the deprived surrounding community. By modelling good practice, both educationally and hygienically, they hoped to make a difference in the lives of families stuck in a cycle of poverty. The enduring work and ideas formulated in this nursery has informed many initiatives focused upon reducing social disadvantage, to include the UK framework ‘Every Child Matters’.
{"title":"The McMillan Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty","authors":"Betty Liebovich","doi":"10.17583/HSE.2018.2925","DOIUrl":"https://doi.org/10.17583/HSE.2018.2925","url":null,"abstract":"This article explores the impetus and motivation for the McMillan sisters, Christian Socialists committed to creating change for the working class in England, to create an innovative and enduring ideal of nursery education through the open-air nursery. Influenced by their membership in the Fabian Society and the Independent Labour Party, they created health and dental clinics for people living in deprivation in Yorkshire and East and South East London, England, campaigned for the 1906 Provision of School Meals Act, and created night camps for deprived children in Deptford in 1908.The night camps were the inspiration for educating young children and in March 1914, the open-air nursery opened for the youngest children living in the tenements of Deptford. Using archival methods, the conclusion is reached that the McMillan sisters, and Margaret specifically, worked tirelessly to create social change through the open-air nursery serving the deprived surrounding community. By modelling good practice, both educationally and hygienically, they hoped to make a difference in the lives of families stuck in a cycle of poverty. The enduring work and ideas formulated in this nursery has informed many initiatives focused upon reducing social disadvantage, to include the UK framework ‘Every Child Matters’.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"49 3-4","pages":"78-96"},"PeriodicalIF":0.1,"publicationDate":"2018-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41297604","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}
For several centuries, the dichotomy between science and religion widened, so much so that these were considered two opposing fields of knowledge. On one side, stood the defenders of rationality, and on the other, obscurantism. Following the anti-Jew myth, with the Enlightenment, the anti-Jesuit myth emerged. This myth started to gain momentum in Portugal with the Marquis of Pombal. Starting from this framework, we raise the following core questions: Were the Jesuits enemies or ardent supporters of science? Can it be that their concern was limited to the religious catechism, and opposed the teaching and dissemination of science? In face of what was stated above, we highlight the following goals: (i) to analyse the role played by the Jesuits in disseminating science in Portugal; (ii) to reflect on the importance given by Jesuits to the social and hygienist pedagogy. As regards methodology, we followed two dimensions of analysis: (1) science, religion, teaching-innovation and dissemination; (2) social and civic pedagogy. This study enabled us to conclude that the strategy and practice followed by the Jesuits served to launch them in the scientific field, playing a part of great relevance in scientific education, contrary to the myth that was created around them.
{"title":"The Jesuits in Portugal: the communion of science and religion","authors":"José Brás, M. Gonçalves, A. Robert","doi":"10.17583/HSE.2018.2910","DOIUrl":"https://doi.org/10.17583/HSE.2018.2910","url":null,"abstract":"For several centuries, the dichotomy between science and religion widened, so much so that these were considered two opposing fields of knowledge. On one side, stood the defenders of rationality, and on the other, obscurantism. Following the anti-Jew myth, with the Enlightenment, the anti-Jesuit myth emerged. This myth started to gain momentum in Portugal with the Marquis of Pombal. Starting from this framework, we raise the following core questions: Were the Jesuits enemies or ardent supporters of science? Can it be that their concern was limited to the religious catechism, and opposed the teaching and dissemination of science? In face of what was stated above, we highlight the following goals: (i) to analyse the role played by the Jesuits in disseminating science in Portugal; (ii) to reflect on the importance given by Jesuits to the social and hygienist pedagogy. As regards methodology, we followed two dimensions of analysis: (1) science, religion, teaching-innovation and dissemination; (2) social and civic pedagogy. This study enabled us to conclude that the strategy and practice followed by the Jesuits served to launch them in the scientific field, playing a part of great relevance in scientific education, contrary to the myth that was created around them.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"7 1","pages":"1-25"},"PeriodicalIF":0.1,"publicationDate":"2018-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45990137","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}
{"title":"Budapest Building Managers and the Holocaust in Hungary","authors":"Helena Prieto Sanz","doi":"10.17583/HSE.2018.2760","DOIUrl":"https://doi.org/10.17583/HSE.2018.2760","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"7 1","pages":"97-99"},"PeriodicalIF":0.1,"publicationDate":"2018-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45358944","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}
In this article I study medieval concepts of locus studii : how they were constructed, proclaimed and discussed by social actors before producing any real university space in the first Iberian higher schools. I mark out three general types of university spatial concepts in early juridical documents from the universities of Palencia, Salamanca, Lisbon-Coimbra and Lleida. The first group is connected to the universal locale of the studium : “light of science” and scholars’ privileges should extend over the whole Christian world. In political rhetoric “universal” locus studii (that was based on the authorities of the Pope or the Emperor) was imitated by temporal sovereigns. The second type of loci studii is a city. Such conceptions (including civitas regia ) considered urban space as integrated and homogeneous place of university activity leaving municipal law out of account. The third group described locus limitadus , a special university quarter. In the last part of my article I observe the use of spatial concepts in social and legal practices of Iberian medieval university corporations. En mi articulo estudio conceptos medievales de locus studii , como se construyeron, se proclamaron y se discutieron por los actores sociales antes de ser producido algun espacio universitario real en las primeras escuelas superiores Ibericas. Destaco tres tipos generales de los conceptos espaciales en primeros documentos juridicos de las Universidades de Palencia, Salamanca, Coimbra y Lleida. El primer tipo se vincula con el sitio ‘universal’ del studium : “la luz de ciencia” y los privilegios de escolares tenian que extenderse por todo el mundo cristiano. En la retorica politica el locus universal (que se baso en las autoridades del Papa y del Emperador) fue imitado por soberanos temporales. El segundo tipo del locus studii es una ciudad. Tales concepciones (incluyendo civitas regia ) estimaron espacio urbano como un lugar integrado y homogeneo para actividad universitaria sin tener en cuenta fuero municipal. El tercer grupo describio locus limitadus , un barrio academico especial. En la ultima parte de mi articulo analizo el uso de los conceptos espaciales en las practicas sociales y legales de las corporaciones universitarias Ibericas.
{"title":"Locus Studii: Spatial Concepts In The First Iberian Universities (XIII-XIV cc.)","authors":"A. Rusanov","doi":"10.17583/HSE.2018.2747","DOIUrl":"https://doi.org/10.17583/HSE.2018.2747","url":null,"abstract":"In this article I study medieval concepts of locus studii : how they were constructed, proclaimed and discussed by social actors before producing any real university space in the first Iberian higher schools. I mark out three general types of university spatial concepts in early juridical documents from the universities of Palencia, Salamanca, Lisbon-Coimbra and Lleida. The first group is connected to the universal locale of the studium : “light of science” and scholars’ privileges should extend over the whole Christian world. In political rhetoric “universal” locus studii (that was based on the authorities of the Pope or the Emperor) was imitated by temporal sovereigns. The second type of loci studii is a city. Such conceptions (including civitas regia ) considered urban space as integrated and homogeneous place of university activity leaving municipal law out of account. The third group described locus limitadus , a special university quarter. In the last part of my article I observe the use of spatial concepts in social and legal practices of Iberian medieval university corporations. En mi articulo estudio conceptos medievales de locus studii , como se construyeron, se proclamaron y se discutieron por los actores sociales antes de ser producido algun espacio universitario real en las primeras escuelas superiores Ibericas. Destaco tres tipos generales de los conceptos espaciales en primeros documentos juridicos de las Universidades de Palencia, Salamanca, Coimbra y Lleida. El primer tipo se vincula con el sitio ‘universal’ del studium : “la luz de ciencia” y los privilegios de escolares tenian que extenderse por todo el mundo cristiano. En la retorica politica el locus universal (que se baso en las autoridades del Papa y del Emperador) fue imitado por soberanos temporales. El segundo tipo del locus studii es una ciudad. Tales concepciones (incluyendo civitas regia ) estimaron espacio urbano como un lugar integrado y homogeneo para actividad universitaria sin tener en cuenta fuero municipal. El tercer grupo describio locus limitadus , un barrio academico especial. En la ultima parte de mi articulo analizo el uso de los conceptos espaciales en las practicas sociales y legales de las corporaciones universitarias Ibericas.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"7 1","pages":"55-77"},"PeriodicalIF":0.1,"publicationDate":"2018-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41483977","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}
Resumen. En este estudio se dan a conocer los proyectos que desarrollo la agrupacion anarquista Mujeres Libres , en la region de Cataluna durante la Guerra Civil espanola (1936-1939), con el fin de ofrecer una aportacion mas a las investigaciones que se vienen realizando sobre la participacion femenina en la historia. La novedad del estudio radica en el analisis de la revista que llevaba la misma denominacion, Mujeres Libres , donde la agrupacion anarquista denuncio las situaciones de opresion femenina y reivindico los derechos de las mujeres obreras. Ademas la revista fue el medio de difusion, en el que Mujeres Libres publico sus proyectos. Por ello se han seleccionado los textos de la revista, donde las corresponsales de Mujeres Libres informaban de la fundacion de los centros culturales, la oferta de clases y cursos para las trabajadoras, asi como la organizacion de otras actividades profesionales destinadas a lograr la capacitacion femenina en Cataluna.Los resultados demuestran que las mujeres en la retaguardia tuvieron diversas oportunidades culturales y laborales, gracias a las iniciativas de la agrupacion anarquista. En el caso de Cataluna, la capacitacion cultural y profesional de las mujeres obreras se desarrollo en cincuenta y tres delegaciones de Mujeres Libres , en las que organizaron un gran numero de actividades que contribuyen a enriquecer la historia de la educacion. Abstarct. In order to offer a further contribution to the investigations about women´s participation among history this study discloses the projects that the anarchist organization Free Women developed in the region of Catalonia during the Spanish Civil War (1936-1939). The novelty of the study lies in the analysis of the journal with the same name, Free Women, where the anarchist group denounced the situations of female oppression and claimed for the rights of women workers. In adittion the journal was the broadcast medium to publish Free Women's projects. For this reason the texts selected from the journal are those where the correspondents for Free Women reported on the founding of cultural centers, offering classes and courses for working women, as well as the organization of the professional activities intended to achieve women´s training in Catalonia. The results show that the women in the rear had several both cultural and labour opportunities thanks to the initiatives of the anarchist group. In the case of Catalonia the cultural and professional training of women workers was developed in fifty-three delegations of Free Women, in which they organized a large number of activities that contribute to enriching the history of education.
摘要。本研究宣传无政府主义agrupacion妇女自由发展的项目,在内战时期Cataluna西班牙语地区(1936-1939),以便提供一个aportacion participacion进行了调查的女性的故事。这项研究的创新之处在于对同名杂志《Mujeres Libres》的分析，在该杂志中，无政府主义团体谴责妇女压迫的情况，并要求工人妇女的权利。此外，该杂志是Mujeres Libres出版其项目的传播媒介。因此，我们选择了该杂志的文本，在这些文本中，Mujeres Libres的记者报道了文化中心的建立、为女工提供的课程和课程，以及组织旨在在加泰罗尼亚实现妇女培训的其他专业活动。结果表明，由于无政府主义团体的倡议，后方妇女有不同的文化和工作机会。在加泰罗尼亚，53个自由妇女代表团发展了工人妇女的文化和专业培训，在这些代表团中，她们组织了大量的活动，有助于丰富教育的历史。Abstarct。为了对妇女参与历史的调查作出进一步贡献，本研究揭示了西班牙内战(1936-1939)期间加泰罗尼亚地区无政府主义组织自由妇女发展的项目。这项研究的新意在于对同名杂志《自由妇女》的分析，无政府主义团体谴责妇女受到压迫的情况，并主张妇女工人的权利。此外，该杂志是出版自由妇女项目的广播媒介。为此，从该杂志中选取的文本是自由妇女记者报道建立文化中心、为职业妇女提供课程和课程以及组织旨在在加泰罗尼亚实现妇女培训的专业活动的文本。结果显示,The women in The rear性虐待若干both文化和劳动机会to The倡议of The anarchist幸亏group。以加泰罗尼亚为例，53个自由妇女代表团开展了对女工的文化和专业培训，组织了大量有助于丰富教育史的活动。
{"title":"Mujeres Libres en la Guerra Civil española. La capacitación cultural y profesional en la región de Cataluña","authors":"L. S. Blanco","doi":"10.17583/HSE.2017.2940","DOIUrl":"https://doi.org/10.17583/HSE.2017.2940","url":null,"abstract":"Resumen. En este estudio se dan a conocer los proyectos que desarrollo la agrupacion anarquista Mujeres Libres , en la region de Cataluna durante la Guerra Civil espanola (1936-1939), con el fin de ofrecer una aportacion mas a las investigaciones que se vienen realizando sobre la participacion femenina en la historia. La novedad del estudio radica en el analisis de la revista que llevaba la misma denominacion, Mujeres Libres , donde la agrupacion anarquista denuncio las situaciones de opresion femenina y reivindico los derechos de las mujeres obreras. Ademas la revista fue el medio de difusion, en el que Mujeres Libres publico sus proyectos. Por ello se han seleccionado los textos de la revista, donde las corresponsales de Mujeres Libres informaban de la fundacion de los centros culturales, la oferta de clases y cursos para las trabajadoras, asi como la organizacion de otras actividades profesionales destinadas a lograr la capacitacion femenina en Cataluna.Los resultados demuestran que las mujeres en la retaguardia tuvieron diversas oportunidades culturales y laborales, gracias a las iniciativas de la agrupacion anarquista. En el caso de Cataluna, la capacitacion cultural y profesional de las mujeres obreras se desarrollo en cincuenta y tres delegaciones de Mujeres Libres , en las que organizaron un gran numero de actividades que contribuyen a enriquecer la historia de la educacion. Abstarct. In order to offer a further contribution to the investigations about women´s participation among history this study discloses the projects that the anarchist organization Free Women developed in the region of Catalonia during the Spanish Civil War (1936-1939). The novelty of the study lies in the analysis of the journal with the same name, Free Women, where the anarchist group denounced the situations of female oppression and claimed for the rights of women workers. In adittion the journal was the broadcast medium to publish Free Women's projects. For this reason the texts selected from the journal are those where the correspondents for Free Women reported on the founding of cultural centers, offering classes and courses for working women, as well as the organization of the professional activities intended to achieve women´s training in Catalonia. The results show that the women in the rear had several both cultural and labour opportunities thanks to the initiatives of the anarchist group. In the case of Catalonia the cultural and professional training of women workers was developed in fifty-three delegations of Free Women, in which they organized a large number of activities that contribute to enriching the history of education.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"290-313"},"PeriodicalIF":0.1,"publicationDate":"2017-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41393316","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}
This article assesses the unexpected increase of references to guilt in American culture, from the mid-20th century onward. The increase came against a pattern of decline over the previous hundred years, and also runs counter to many interpretations of growing American individualism and self-indulgence. The article deals also with the increasing criticisms of guilt, as damaging and unpleasant, that became increasingly common from the 1920s onward. A focus on guilt associated with parenting brings these themes into clearer focus, helping to explain the rise in guilt references – with causes that are fairly clear in the area of parenting – but also the disconcerting combination with resentments about guilt as harmful and unfair. Several parental reactions, particularly by the 1990s, followed from the tensions over patterns of guilt.
{"title":"American Guilt: a challenge for contemporary emotions history","authors":"P. Stearns, Ruthann Clay","doi":"10.17583/HSE.2017.2927","DOIUrl":"https://doi.org/10.17583/HSE.2017.2927","url":null,"abstract":"This article assesses the unexpected increase of references to guilt in American culture, from the mid-20th century onward. The increase came against a pattern of decline over the previous hundred years, and also runs counter to many interpretations of growing American individualism and self-indulgence. The article deals also with the increasing criticisms of guilt, as damaging and unpleasant, that became increasingly common from the 1920s onward. A focus on guilt associated with parenting brings these themes into clearer focus, helping to explain the rise in guilt references – with causes that are fairly clear in the area of parenting – but also the disconcerting combination with resentments about guilt as harmful and unfair. Several parental reactions, particularly by the 1990s, followed from the tensions over patterns of guilt.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"6 1","pages":"314-341"},"PeriodicalIF":0.1,"publicationDate":"2017-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42494113","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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