Social and Education History

Historical-Organizational Study of the Establishment of the Dominican University in Chile during the Colony

Jesús Lara-Coronado, Alejandro Ochoa-Arias — Fri, 23 Feb 2024 00:00:00 +0100

A methodological framework is presented to approach organizational studies from a transdisciplinary sociohistorical perspective. This framework is used to account for the process of the establishment of the Dominican College-University in Chile during the colonial period. This analysis begins by exploring the social meaning of the university from the perspective of a systemic-interpretative approach. From the understanding of the university as an organization with a social meaning rooted in the Chilean colonial society, two possible meanings are deployed from the review of the historical process of credential evaluation and spatial location of the universities. The findings allow us to conclude on the role of the university as a mechanism of cultural reproduction of the metropolis and the instrumentalization of the territory and its inhabitants to consolidate the hegemonic dominion of the crown.

Early Childhood Education during Conflict and Change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland

Andrea Noel , Marta Kondracka-Szala — Fri, 23 Feb 2024 00:00:00 +0100

This research explores Early Childhood Education (ECE) during an intensely chaotic historical period in one city in Eastern/Central Europe. Breslau, initially a German city, was transferred to Poland and renamed Wroclaw in 1945 after World War 2. Breslau/Wroclaw experienced intense upheaval before, during, and after the war including the almost complete physical devastation of the city and the ensuing massive migration from the expulsion of ethnic Germans and the resettlement of Poles from eastern regions. The impact of war and government policies on the development and continuance of Early Childhood Education as Hitler and National Socialism rose to power, during the months of uncertainty around the end of the war, and on the establishment of a new system of Early Childhood Education in Wroclaw under Soviet domination receive focus in this paper. The results and discussion are applied to contemporary circumstances such as the current crisis in Ukraine, as well as social and political upheaval arising from other emergencies.

“We will fight for Peace All Over the World until the Last Grenade”. Initial Military Training in Schools of the Lithuanian SSR in the Late Soviet Era

Irena Stonkuviene — Fri, 23 Feb 2024 00:00:00 +0100

In the late Soviet period (1960s-1980s), the public policy of the Soviet Union was mainly based on two ideologemes - internationalism and military patriotism. They were also applied in the education system in the formation of the citizen, the so-called New Soviet Man. It was declared that one of the duties of this New Soviet Man was to ensure world peace, which required not only an internationalist mindset but also good military preparation. In 1968 the Council of Ministers of the USSR adopted a resolution on the introduction of compulsory initial military training in all schools in the USSR. Based on published historical sources (official resolutions, methodological guidelines, articles in the pedagogical press) and 34 qualitative interviews with former Soviet school pupils, the present article not only analyses the aims and principles, content, and methods of patriotic military upbringing and initial military training (IMT), but also presents the authentic experiences of how IMT was implemented in schools of the Lithuanian SSR. As our research shows, IMT in Soviet Lithuania did not run very efficiently. The biggest problem was the lack of qualified military instructors capable of working with children.

Rural Childhoods and Urban Childhoods. An approach from the textbooks 'Mi Tesoro' and 'Mi Tierra' (Chile, 1942-1950)

Camila Pérez-Navarro, Ibaceta Ibaceta — Fri, 23 Feb 2024 00:00:00 +0100

In Chile, during the radical governments (1938-1946), the Ministry of Public Education implemented several initiatives to expand and transform the school system, modernize pedagogical practices, and strengthen rural education. One of these actions was the creation of two syllabaries for urban and rural elementary school students. This article aims to analyze the representation of childhood in the syllabaries Mi tesoro (for urban schools) and Mi tierra (for rural schools), distributed between 1942 and 1950. The texts and illustrations were analyzed using the Content Analysis method. We concluded that these texts configured and disseminated, on the one hand, a vision of rural childhood linked to productivity and agricultural work; and, on the other hand, an ideology of urban childhood that not only had the possibility of appropriating literate culture, but also enjoyed recreational activities in the urban space.