Popular Education is a concept with many meanings. With the rise of national systems of education at the beginning of the nineteenth-century, it was related to the socially inclusive concept of citizenship coined by privileged members with vested interests in the urban society that could only be achieved by educating the common people, or in other words, the uncontrollable masses that had nothing to lose. In the twentieth-century, Popular Education became another word for initiatives taken by religious and socialist groups for educating working-class adults, and women. However, in the course of the twentieth-century, the meaning of the term shifted towards empowerment and the education of the oppressed. This book explores the several ways in which Popular Education has been theoretically and empirically defined, in several regions of the world, over the last three centuries. It is the result of work by scholars from Europe and the Americas during the 31st session of the International Standing Conference on the History of Education (ISCHE) that was organised at Utrecht University, the Netherlands in August 2009. This book was originally published as a special issue of Paedagogica Historica.
See Misiones Pedagógicas 1931–1936, ed. Eugenio Otero-Urtaza (Madrid: Sociedad Estatal de Conmemoraciones Culturales/Publicaciones de la Residencia de Estudiantes, 2006), 548 pp. See also documentary movie about educational missions ...
Author: Sjaak Braster
Visual Propaganda, Exhibitions, and the Spanish Civil War is a history of art during wartime that analyzes images in various media that circulated widely and were encountered daily by Spaniards on city walls, in print, and in exhibitions. Tangible elements of the nation?s past?monuments, cultural property, and art-historical icons?were displayed in temporary exhibitions and museums, as well as reproduced on posters and in print media, to rally the population, define national identity, and reinvent distant and recent history. Artists, political-party propagandists, and government administrators believed that images on the street, in print, and in exhibitions would create a community of viewers, brought together during the staging of public exhibitions to understand their own roles as Spaniards. This book draws on extensive archival research, brings to light unpublished documents, and examines visual propaganda, exhibitions, and texts unavailable in English. It engages with questions of national self-definition and historical memory at their intersections with the fine arts, visual culture, exhibition history, tourism, and propaganda during the Spanish Civil War and immediate post-war period, as well as contemporary responses to the contested legacy of the Spanish Civil War. It will be of interest to scholars in art history, visual and cultural history, history, and museum studies.
1 Manuel B. Cossío, “Significación del museo,” in Eugenio Otero, ed., Las Misiones Pedagógicas, 1931–1936 (Madrid: Sociedad Estatal de Conmemoraciones Culturales and Publicaciones de la Residencia de Estudiantes, 2006), 368.
Author: MiriamM. Basilio
This volume is an innovative exploration of cultural heritage through museum studies, metacriticism and literary criticism.
... exhibition catalogue Las Misiones Pedagógicas (1931–1936) (Madrid: Sociedad Estatal de Conmemoraciones Culturales/Residencia de Estudiantes, 2006). The Misiones were not alone in attempting to bring culture to the rural people, ...
Author: Stuart Davis
Publisher: Tamesis Books
Category: Literary Criticism
Formato del archivo: PDF The present volume collects the updated versions of several contributions already published elsewhere and some new chapters on the history of education in Spain and Germany which have been brought together in this form for the benefit of those attending English-language classes on the topic aimed at international as well as Spanish students. The individual articles function as case studies of different fields in the history of education. They are characterised not only by their difference in focus, but also in the methods and sources they include, providing an insight into the breadth and variety of the field. It is particularly noteworthy that the comparative orientation of several articles moves beyond a national perspective of history, demonstrating concrete examples of the transnational interconnectedness of producing and circulating educational knowledge.
221 Pliego de Andrés, Victor, “El Servicio de Música: Eduardo Martínez Torner y Pablo de Andrés Cobos”, Sociedad Estatal de Conmemoraciones Culturales/Residencia de Estudiantes, Las Misiones Pedagógicas 1931 – 1936, Madrid, 2006, 431.
Author: Roith, Christian
Publisher: Universidad Almería
University and university students of various disciplines (health, technology and engineering, humanities, social sciences or basic sciences) have set their sights on certain cultural references to return them to the citizenry and invite us to reflect on these manifestations of collective and diachronic solidarity, of how those people in the past did or created things that have contributed to our welfare, but that above all-, they are manifestations of the personal and collective drive of so many people to improve their living conditions and enrich themselves with the creativity of others, thus generating human development. The texts and references presented here are the results of a University Workshop on Cultural Heritage and Human Development. This is a civic reflexive exercise that anyone can do about the cultural and scientific references of their environment or the place they visit.
Las Misiones Pedagógicas 1931-1936: http://www.residencia.csic. es/misiones/presentacion/inicio.htm [Accessed: 20/09/2018]. MANCEBO, Ma Fernanda (1986): 'La Universidad de Valencia y la Federación Universitaria Escolar', en AZNAR SOLER, ...
Author: Ximo Revert
Publisher: Universitat de València
Category: Social Science
... Misiones Pedagógicas , 1931-1936 . ” In Entre la realidad y el deseo : Luis Cernuda , 1902–1963 , edited by James Valender , 235–51 . Exhibition catalogue . Madrid : Sociedad Estatal de Conmemoraciones Culturales and Residencia de ...
Publisher: Penn State Press
Postmodernity's Musical Pasts considers music after 1945 as a representation of concepts such as "historicity" and "temporality". The volume understands postmodernity as a period in which both modernism and postmodernism co-exist. It is attracted to a wider interpretation of "historicity" that focuses on the complex nexus of past-present-future. "Historicity" is understood as leaning closely on "temporality", generally thought of as the linear progression of past, present and future. The volume broadens the absolutist understanding of temporality to include processes which can occur in circular, spiral, transcending and other formations. The book covers an extensive spectrum of topics from classical to popular and neo-traditional musics to concerns of the disciplines of musicology. Such a wide range of topics from both the centre and the periphery of the musicological canon mirrors the eclectic and diverse nature of the postwar era itself. The first section investigates how to understand manifestations of the past in musical composition with regard to time, on the one hand, and with regard to genre, style and idiom, on the other. A second section shows how time and history manifest themselves in art music. A third section takes the contrasts and transitional moments of post-1945 practices further by looking at the temporality of reception from different angles. A final part investigates questions of nostalgia and temporalities of belonging. TINA FR HAUF is Adjunct Assistant Professor at Columbia University, New York and serves on the faculty of The Graduate Center, CUNY. CONTRIBUTORS: Michael Arnold, Susana Asensio Llamas, Georg Burgstaller, Caitlin Carlos, Daniela Fugellie, Tina Fr hauf, John Koslovsky, Lawrence Kramer, Beate Kutschke, Laurenz L tteken, Max Noubel, Joshua S. Walden
Monferrer Catalán, Luis, and Odisea en Albión, Los republicanos españoles exiliados en Gran Bretaña (1936–1977) (Madrid: ... 'El Servicio de Música: Eduardo Martínez Torner y Pablo de Andrés Cobos', Las Misiones Pedagógicas, 1931–1936, ...
Author: Tina Frühauf
Publisher: Boydell & Brewer
Spain's cultural and intellectual exchanges with Europe in the early decades of the twentieth century.
Archivos colectivos y autoría individual : la fotografia y las Misiones Pedagógicas ' , in Las Misiones Pedagógicas 1931-1936 , ed . E Otero Urtaza . Madrid : Sociedad Estatal de Conmemoraciones Culturales / Residencia de Estudiantes ...
Author: Alison Sinclair
Publisher: Tamesis Books
Category: Literary Criticism
Making a fresh contribution to the political history of science, this book explores the connections between the science policies of three countries that each experienced considerable political upheaval in the twentieth century: Spain, Italy and Argentina. By focussing on these three countries, the contributors are able to present case studies that highlight the characteristics and specificities of the democratic and dictatorial political processes involved in the production of science and technology. The focus on dictatorship presents the opportunity to expand our knowledge -beyond the more extensive literature about science in Nazi Germany and Stalinist USSR -about the level of political involvement of scientists in non-democratic contexts and to what extent they act as politicians in different contexts. Key topics covered include the new forms of organization and institutionalization of science in the twentieth century; the involvement of scientific communities in the governance of science and its institutions; the role of ideology in scientific development; the scientific practices adopted by scientific communities in different contexts; and the characteristics of science and technology produced in these contexts.
Las Misiones Pedagógicas, 1931–1936. Madrid: Publicaciones de la Residencia de Estudiantes. Piña Soria, A., 1939. El Presidente Cárdenas y la inmigración de españoles republicanos. Mexico: Multígrafos SCOP. Pratt, D.J., 2001.
Author: Amparo Gómez
While the simultaneously creative and destructive forces of modernity in Western Europe have been well studied, the case of Spain has often been overlooked. Visualizing Spanish Modernity concentrates on the time period 1868-1939, which marks not only the beginning of the formation of a modern economy and the consolidation of the liberal state, but also the growth of urban centers and spaces made possible by electricity, transportation, mass production and the emergence of an entertainment industry. The authors examine how mass print culture, early cinema, popular drama, photography, fashion, painting, museums and urban planning played a role in the way that Spanish society saw itself and was in turn seen by the rest of the world. Assessing how new cultural forms were instrumental in shaping Spaniards into citizens of the modern world, the authors consider such subjects as the spectacle of the body, notions of race and gender, the changing meanings of time, space and motion, the relationship between technology and everyday life and popular culture.
Libertad de expresion cinematografica durante la IIRepublica Espahola (1931-1936). Madrid: Fragua, 2000. Memoria del Patronato de las Misiones Pedagogic as (septiembre 1931-diciembre 1933). ... Val del Omar y las Misiones Pedagógicas.
Author: Susan Larson
Category: Social Science