At the first levels of French secondary education (pupils 11 to 15 years of age), the classes nouvelles between 1945 and 1952 involved an important experiment in secondary school pedagogy renewal. This attempt was part of a threefold movement towards the democratization of education that spanned the early twentieth century: the will to open second degree education to more pupils and, consequently, to transform traditional pedagogical practices and implement a school guidance system. After having set the origin of this experiment in the democratic Reform project carried out by the Front Populaire government before the Second World War, this article aims to describe the particular circumstances that preceded the decision to implant these classes nouvelles in 200 schools across France at the start of the 1945 school year; the paper focuses in particular on the pedagogical principles implemented and some significant local experiences. It explores the reactions of several players in this pedagogical renewal, and the reasons why this episode ended without immediate strong repercussions on the French educational system.
{"title":"The French Classes Nouvelles (1945-1952): Why is it so Difficult to Change Traditional Pedagogy?","authors":"A. Robert, Seguy Jean-Yves","doi":"10.14516/ete.281","DOIUrl":"https://doi.org/10.14516/ete.281","url":null,"abstract":"At the first levels of French secondary education (pupils 11 to 15 years of age), the classes nouvelles between 1945 and 1952 involved an important experiment in secondary school pedagogy renewal. This attempt was part of a threefold movement towards the democratization of education that spanned the early twentieth century: the will to open second degree education to more pupils and, consequently, to transform traditional pedagogical practices and implement a school guidance system. After having set the origin of this experiment in the democratic Reform project carried out by the Front Populaire government before the Second World War, this article aims to describe the particular circumstances that preceded the decision to implant these classes nouvelles in 200 schools across France at the start of the 1945 school year; the paper focuses in particular on the pedagogical principles implemented and some significant local experiences. It explores the reactions of several players in this pedagogical renewal, and the reasons why this episode ended without immediate strong repercussions on the French educational system.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"27-45"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902190","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 reconstructs a political-educational dilemma that plagued the progressive Argentine Jews of the Yiddisher Kultur Farband (YKUF), or Federation of Jewish Cultural Entities (from now on, «the Ykufists»), between 1955 and 1995. Ideologically close to the Communists, they defended the secular, gratuitous and compulsory education principles embodied in Law 1420 (1884), and the postulates of autonomy, co-government and freedom of University Reform (1918). In 1958, faced with the «secular or free» conflict, which polarized the citizenship between those who defended a private-confessional education and those who advocated the exclusiveness of a secular state education, the Ykufists actively demonstrated their affinity with the latter. Parallel to this, they supported a network of idiomatic schools in Yiddish (shules), founded by immigrants, which played a «complementary» role. These shules declined towards the 1960s. To save them, they had to be turned into full-time private schools, but that would go against their principles in favour of a public and egalitarian education. At the 9th YKUF Congress in 1968, delegates from all over the country voted to continue with the shules for as long as possible, but not to compete with the state school. However, two decades later, in the nineties, YKUF was happy for a private secular school to be opened in one of its institutions; what social and political transformations generated this change? How did they manage to reconcile a discourse in favour of state education and then green light a private school? Based on extensive research, this article analyses, in light of the national and international context, the educational dilemmas of this progressive Jewish group, which identified with the Argentine middle classes.
{"title":"Entre la educación estatal y la privada: el dilema ideológico del judeo-progresismo argentino (1955-1995).","authors":"Nerina Visacovsky","doi":"10.14516/ete.252","DOIUrl":"https://doi.org/10.14516/ete.252","url":null,"abstract":"This article reconstructs a political-educational dilemma that plagued the progressive Argentine Jews of the Yiddisher Kultur Farband (YKUF), or Federation of Jewish Cultural Entities (from now on, «the Ykufists»), between 1955 and 1995. Ideologically close to the Communists, they defended the secular, gratuitous and compulsory education principles embodied in Law 1420 (1884), and the postulates of autonomy, co-government and freedom of University Reform (1918). In 1958, faced with the «secular or free» conflict, which polarized the citizenship between those who defended a private-confessional education and those who advocated the exclusiveness of a secular state education, the Ykufists actively demonstrated their affinity with the latter. Parallel to this, they supported a network of idiomatic schools in Yiddish (shules), founded by immigrants, which played a «complementary» role. These shules declined towards the 1960s. To save them, they had to be turned into full-time private schools, but that would go against their principles in favour of a public and egalitarian education. At the 9th YKUF Congress in 1968, delegates from all over the country voted to continue with the shules for as long as possible, but not to compete with the state school. However, two decades later, in the nineties, YKUF was happy for a private secular school to be opened in one of its institutions; what social and political transformations generated this change? How did they manage to reconcile a discourse in favour of state education and then green light a private school? Based on extensive research, this article analyses, in light of the national and international context, the educational dilemmas of this progressive Jewish group, which identified with the Argentine middle classes.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"287-313"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48768609","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 presents the building blocks of a new research agenda through which the author aims to fill a gap in the existing scholarship on the history of new education in Belgium and its international links. In particular, the War years and the decades immediately following the Second World War remain un(der)explored. Since the author has only just begun to tackle this research agenda, the article presents preliminary thoughts, questions, and a critical reflection on issues related to developing such an agenda. It does this in a programmed way. The article is built on a review of the research that the author has already undertaken on the history of new education, on Ovide Decroly in particular, in search of the elements he considers equally important for a study of the post-War period. The article is organised into two main sections, focusing on the dimensions of space and time, respectively. The article distinguishes the Epoch of new education from the recuperation of the new education legacy through appropriation processes in the post-War period; it discusses the need for a transnational dimension and calls for international collaboration; moreover, it introduces the notion of contemporariness as a concept for critical assessment of the post-War legacy of new education.
{"title":"«Like Air Bricks on Earth»: Notes on Developing a Research Agenda Regarding the Post-War Legacy of New Education","authors":"Angelo Van Gorp","doi":"10.14516/ete.297","DOIUrl":"https://doi.org/10.14516/ete.297","url":null,"abstract":"This article presents the building blocks of a new research agenda through which the author aims to fill a gap in the existing scholarship on the history of new education in Belgium and its international links. In particular, the War years and the decades immediately following the Second World War remain un(der)explored. Since the author has only just begun to tackle this research agenda, the article presents preliminary thoughts, questions, and a critical reflection on issues related to developing such an agenda. It does this in a programmed way. The article is built on a review of the research that the author has already undertaken on the history of new education, on Ovide Decroly in particular, in search of the elements he considers equally important for a study of the post-War period. The article is organised into two main sections, focusing on the dimensions of space and time, respectively. The article distinguishes the Epoch of new education from the recuperation of the new education legacy through appropriation processes in the post-War period; it discusses the need for a transnational dimension and calls for international collaboration; moreover, it introduces the notion of contemporariness as a concept for critical assessment of the post-War legacy of new education.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"7-25"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47764785","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}
I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpadagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).
{"title":"Why Even Today Educational Historiography is not an Unnecessary Luxury. Focusing on four Themes from Forty-four Years of Research","authors":"M. Depaepe","doi":"10.14516/ete.335","DOIUrl":"https://doi.org/10.14516/ete.335","url":null,"abstract":"I will successively discuss: (1) continuity and change in education; (2) the demythologisation of the idols and ideals of New Education (in German Reformpadagogik); (3) the discourse of the colonial educational initiative and (4) the sublime relevance of the irrelevant. Each of these four specifically chosen themes is consistent with one of the research lines to which I have adhered during my career, i.e. (1) the history of education (including Belgian education) in the strict sense (and with a focus on the internal organisation of primary education, the subject of my licentiate thesis, submitted in 1977); (2) the history of educational sciences (the subject of my second, special PhD, completed in 1989); (3) colonial and post-colonial educational history in the former Belgian Congo (the theme of one of our first books, published in 1995) and lastly (4) the theory, methodology and history of educational historiography (the subject of my first PhD, which I defended in 1982).","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"227-246"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45215549","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}
Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.
{"title":"A century of teacher education in India: 1883-1985","authors":"A. Mangal","doi":"10.14516/ete.231","DOIUrl":"https://doi.org/10.14516/ete.231","url":null,"abstract":"Teacher training in India has evolved from a circle system to normal schools and teacher training institutes/colleges. This progression was influenced by various events, debates and recommendations. With respect to the relevance of the teacher training institutions, ideas kept fluctuating, and several of the other adopted policy measures failed in the implementation phase. Initially, this led to the opening and closing of the normal schools, which later expanded into teacher training institutes/colleges. This paper attempts to present the historical developments in the field of teacher education around the axis of teacher training institutes, teachers’ qualifications, the teacher training course curriculum, and the status of teachers. For this paper, the government reports and reviews published in the periods both prior and subsequent to Independence have been studied using a historical method. It reveals that, in spite of 100 years of effort dedicated to improving teacher education, the availability of trained women teachers is far lower than the demand for them in schools. Unlike before, admission to any teacher training course for primary teachers requires at least 10 years of general education, and secondary school teachers need a degree. Though over these years the salaries of teachers have increased substantially, the deteriorating status of teachers and the teaching profession has been a source of constant concern for educationists and policymakers.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"263-285"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45230976","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}
We investigate the history of education in colonial Brazil based on the formation of the city of Serro, one of the first gold towns occupied by the Portuguese metropolis in the 18th century. From the starting point of the colonization of the Serro do Frio mines in 1702 – documented in the book of record of the mines by the clerk Lourenço Carlos Mascarenhas de Araújo, we narrate the tensions between the literate and illiterate, between the colonizers and colonized, between the discoverers, indigenous peoples and African slaves. We show that education occurred in this context through the spontaneous teaching that takes place in daily life, in relations with the patron, with the Senate of the Chamber, and in the corporations of mechanical workshops for the construction of churches, creating an urbanity marked by race, economics and policies. The methodology is historical microanalysis, that is a microhistorical approach, with a reconstruction of narratives from primary and secondary sources. In addition to the narrative that reconstituted the history of education which occurred in the clash between Brazil and Portugal, or between Serro and Portugal, we sought parallels with Norbert Elias’ concept of civilizing process, Max Weber’s definition of modern bureaucratization, and Pierre Bourdieu’s conceptualization of how symbolic power operates to elucidate how and in what way informal education occurred in that context.
我们以Serro市的形成为基础调查了巴西殖民地的教育历史，Serro市是18世纪葡萄牙大都市占领的第一个黄金城镇之一。从1702年Serro do Frio矿山殖民化的起点- -由职员loureno Carlos Mascarenhas de Araújo记录在矿山记录的书中- -我们叙述了文盲和文盲之间、殖民者和被殖民者之间、发现者、土著人民和非洲奴隶之间的紧张关系。我们表明，在这种背景下，教育通过日常生活中自发的教学发生，在与赞助人的关系中，在与参议院的关系中，在为建造教堂而进行的机械车间的公司中，创造了以种族，经济和政策为标志的城市。方法论是历史微观分析，这是一种微观历史的方法，从一手和二手资料中重建叙述。除了在巴西和葡萄牙之间的冲突中重构教育史的叙述之外，我们还寻求与诺伯特·埃利亚斯(Norbert Elias)的文明过程概念、马克斯·韦伯(Max Weber)对现代官僚化的定义以及皮埃尔·布迪厄(Pierre Bourdieu)关于象征性权力如何运作的概念化的相似之处，以阐明非正式教育是如何以及以何种方式在该背景下发生的。
{"title":"A educação no Brasil colonial a partir do Serro/MG (1702 a 1758)","authors":"D. Briskievicz","doi":"10.14516/ete.242","DOIUrl":"https://doi.org/10.14516/ete.242","url":null,"abstract":"We investigate the history of education in colonial Brazil based on the formation of the city of Serro, one of the first gold towns occupied by the Portuguese metropolis in the 18th century. From the starting point of the colonization of the Serro do Frio mines in 1702 – documented in the book of record of the mines by the clerk Lourenço Carlos Mascarenhas de Araújo, we narrate the tensions between the literate and illiterate, between the colonizers and colonized, between the discoverers, indigenous peoples and African slaves. We show that education occurred in this context through the spontaneous teaching that takes place in daily life, in relations with the patron, with the Senate of the Chamber, and in the corporations of mechanical workshops for the construction of churches, creating an urbanity marked by race, economics and policies. The methodology is historical microanalysis, that is a microhistorical approach, with a reconstruction of narratives from primary and secondary sources. In addition to the narrative that reconstituted the history of education which occurred in the clash between Brazil and Portugal, or between Serro and Portugal, we sought parallels with Norbert Elias’ concept of civilizing process, Max Weber’s definition of modern bureaucratization, and Pierre Bourdieu’s conceptualization of how symbolic power operates to elucidate how and in what way informal education occurred in that context.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66621472","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}
The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Etudes Pedagogiques , located in Sevres, and the Centre d`Etudes Pedagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.
{"title":"The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s","authors":"Norberto Dallabrida","doi":"10.14516/ete.263","DOIUrl":"https://doi.org/10.14516/ete.263","url":null,"abstract":"The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Etudes Pedagogiques , located in Sevres, and the Centre d`Etudes Pedagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"133-146"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48837485","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 paper highlights a pedagogical experience that began in Portugal in 1976, namely that of the Escola da Ponte, the success of which was based on a shift from the graded school model. Unlike the majority of educational reforms that were tested throughout the twentieth century, changes were made in Escola da Ponte precisely due to the fact that the genetic matrix of the school model, the classroom, had been called into question. Therefore, it is not surprising that since the late 1980s, Escola da Ponte has received multiple visitors, associated with the knowledge of new ideas and pedagogical methods. Departing from the research of Larry Cuban (2008), however, the initial aim of this paper is to reflect on the inflexibility of the school model. Secondly, with a view to understanding how Escola da Ponte was «regarded» by its visitors (based on their own photographic records), the use of visual documents in historical research is addressed. The pedagogical project of Escola da Ponte is then discussed. Finally, a number of photographs depicting pedagogical action in the School in the 1980s and 1990s are considered. Based on the assumption that images are representations of objects, in other words, re-representations (Collelldemont, 2010), this paper seeks to reveal what the photographs sought to transmit, and how they should be interpreted in terms of pedagogical innovation.
本文重点介绍了1976年在葡萄牙开始的一种教学经验，即Escola da Ponte的教学经验，其成功是基于对分级学校模式的转变。与整个二十世纪测试的大多数教育改革不同，Escola da Ponte的变化正是因为学校模式的遗传矩阵，即课堂，受到了质疑。因此，自20世纪80年代末以来，Escola da Ponte接待了许多与新思想和教学方法相关的访客，这并不奇怪。然而，与Larry Cuban（2008）的研究不同，本文的最初目的是反思学校模式的不灵活性。其次，为了了解Escola da Ponte是如何被游客“看待”的（基于他们自己的摄影记录），讨论了视觉文献在历史研究中的使用。然后讨论了Escola da Ponte的教学方案。最后，考虑了一些描绘20世纪80年代和90年代学校教学活动的照片。基于图像是物体的表征，换句话说，是再表征的假设（Collelldemont，2010），本文试图揭示照片试图传递什么，以及在教学创新方面应该如何解读它们。
{"title":"Images of Pedagogical Innovation: Escola da Ponte (Portugal)","authors":"Carlos Guardado da Silva","doi":"10.14516/ete.302","DOIUrl":"https://doi.org/10.14516/ete.302","url":null,"abstract":"This paper highlights a pedagogical experience that began in Portugal in 1976, namely that of the Escola da Ponte, the success of which was based on a shift from the graded school model. Unlike the majority of educational reforms that were tested throughout the twentieth century, changes were made in Escola da Ponte precisely due to the fact that the genetic matrix of the school model, the classroom, had been called into question. Therefore, it is not surprising that since the late 1980s, Escola da Ponte has received multiple visitors, associated with the knowledge of new ideas and pedagogical methods. Departing from the research of Larry Cuban (2008), however, the initial aim of this paper is to reflect on the inflexibility of the school model. Secondly, with a view to understanding how Escola da Ponte was «regarded» by its visitors (based on their own photographic records), the use of visual documents in historical research is addressed. The pedagogical project of Escola da Ponte is then discussed. Finally, a number of photographs depicting pedagogical action in the School in the 1980s and 1990s are considered. Based on the assumption that images are representations of objects, in other words, re-representations (Collelldemont, 2010), this paper seeks to reveal what the photographs sought to transmit, and how they should be interpreted in terms of pedagogical innovation.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"117-132"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45883549","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}
The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Elise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).
{"title":"«Freinet Chimneys»: Experimenting with Emancipatory Public Education (Geneva in the 60s to 80s). Piaget’s Dream of an Active School?","authors":"Rita Hofstetter","doi":"10.14516/ete.248","DOIUrl":"https://doi.org/10.14516/ete.248","url":null,"abstract":"The emancipatory potential of the 1960s had a particular resonance in Swiss education in the French-speaking part of the country. Teachers, parents and unionists, all advocating Freinet pedagogy, demanded that the demonised public education be reformed. Retracing the main steps of their successes and setbacks in the sector of Geneva public education, this article enquires into the rhetorical strategies and tactical alliances the reformists mobilised in order to promote «schools open to life», respectful of the natural longing to learn thanks to educational streams in primary schools dedicated to their cause (the «Freinet chimneys» implemented for a while at the turn of the 1980s). Inputs address the way the leaders of the reform historicised their initiatives so as to establish rightful filiation, calling upon some major figures whilst neglecting others. The scientific approval of Jean Piaget and Elise Freinet, as well as part of the left-wing party in power, might have endorsed the project; nonetheless, the leading figures of Geneva New Education were rarely invoked. How should we interpret these twists and turns? How were the narratives being scripted, and by whom? How were the innovations tested by others and integrated elsewhere so as to support the public education reform? Analysis of the underlying dynamics of this experiment reveal how «everyday» people rose up in a crisis and seized the opportunity to open up a world of possibilities; this can be highlighted through the lenses of the notion of «protagonism», which brings together «ordinary» people and their «extraordinary» politicisation (Bantigny, 2018; Deluermoz & Gobille, 2015).","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"89-115"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43552774","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 contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa ( Educational Cooperation Movement , MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society.
{"title":"Pedagogic Alternatives in Italy after the Second World War: the Experience of the Movimento di Cooperazione Educativa and Bruno Ciari’s New School in Bologna","authors":"Mirella D'Ascenzo","doi":"10.14516/ete.299","DOIUrl":"https://doi.org/10.14516/ete.299","url":null,"abstract":"This contribution explores the historical and educational context in Italy after the Second World War, focusing on the pedagogical and educational innovation of the Movimento di Cooperazione Educativa ( Educational Cooperation Movement , MCE), founded to promote the techniques of Freinet, and in particular Bruno Ciari, teacher, politician and driving force behind national school renewal in Italy. Using printed sources and archives from the period, the paper looks at the social and pedagogical experiment developed by Bruno Ciari between 1966 and 1970 and promoted in the city of Bologna through «Pedagogic Februaries»; these involved a series of events, conferences and training initiatives, organised with the cooperation of key universities, targeting teachers and families in order to develop an innovative, shared school culture. From the egodocuments of a preschool teacher who worked with Bruno Ciari in the city of Bologna, we enter the heart of the renewal of teaching practices, highlighting the tormented process of change in the teaching profession, in favour of a school that would be a true alternative to the traditional model and open to the democratic demands of all society.","PeriodicalId":41950,"journal":{"name":"Espacio Tiempo y Educacion","volume":"7 1","pages":"69-87"},"PeriodicalIF":0.3,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715917","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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