民主的课堂:战后黑森州农村社区中心培养变革和社会凝聚力

IF 0.3 2区 历史学 Q2 HISTORY Rural History-Economy Society Culture Pub Date : 2022-08-04 DOI:10.1017/S0956793322000085
K. Hall
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引用次数: 0

摘要

摘要受阻碍城乡差距的提案(可以追溯到凯撒帝国)的影响,黑森社会民主党人于1951年推出了《黑森计划》,以重建饱受战争蹂躏的城市,重建国家基础设施,并整合流离失所者。该计划的一个关键组成部分是建立农村社区中心,提供现代便利设施和休闲活动,试图通过劳动力机械化以及强化民主原则来减少农村生活方式的困难,所有这些都是为了阻止农村人口外流。农村社区中心被称为“和平城堡”,也是通过民主再教育进行政治变革的环境和工具。它们提供了一个机会来帮助平衡城市和农村社区之间的社会、文化和经济不平等,被用来防止进一步的个人失范,并向农村民众灌输在新民主时代成为负责任公民的重要性。
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Classrooms of democracy: cultivating change and social cohesion through rural community centres in postwar Hesse
Abstract Influenced by proposals (spanning back to the Kaiser Reich) to hinder the urban-rural divide, Hessian Social Democrats introduced the Hessenplan in 1951 to rebuild the war-torn cities, reconstruct state infrastructure, and integrate displaced persons. A key component of this plan was the establishment of rural community centres, which provided modern amenities and leisure activities, attempted to reduce the hardship of the rural lifestyle through the mechanisation of labour, as well as reinforced democratic principles – all in an attempt to hinder the rural exodus. Branded ‘Castles of Peace’, the rural community centres also represented an environment and a tool for political transformation through democratic re-education. They provided an opportunity to help balance the social, cultural, and economic inequalities between urban and rural communities, were used to prevent further individual anomie, and to instill within the rural populace the importance of becoming responsible citizens in the new democratic age.
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来源期刊
CiteScore
0.70
自引率
0.00%
发文量
20
期刊介绍: Rural History is well known as a stimulating forum for interdisciplinary exchange. Its definition of rural history ignores traditional subject boundaries to encourage the cross-fertilisation that is essential for an understanding of rural society. It stimulates original scholarship and provides access to the best of recent research. While concentrating on the English-speaking world and Europe, the journal is not limited in geographical coverage. Subject areas include: agricultural history; historical ecology; folklore; popular culture and religion; rural literature; landscape history, archaeology and material culture; vernacular architecture; ethnography, anthropology and rural sociology; the study of women in rural societies.
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