Education in Spain under the Franco Regime, 1936–1975

2021 ◽  
Author(s):  
António Canales
Keyword(s):  
General Education ◽  
Education System ◽  
Catholic Church ◽  
The State ◽  
Second Republic ◽  
Franco Regime ◽  
School Network ◽  
Education Act ◽  
The 1960S ◽  
The 19Th Century

Education under the Franco regime was divided into two clearly differentiated periods. The first 2 decades of the regime (1936–1959) were characterized by a policy inspired by a radical rejection of the modernization program designed by liberal Spain and especially of the progressive and secular policy of the Second Republic. The principles that formed the backbone of this first stage were a forced re-Christianization of education, a renewed role for ideologization and deprofessionalization of teachers, a contraction of the school network, and an emphasis on privatization. During this period, education was subordinated to the Catholic Church, with the state assuming a subsidiary position that allowed for an outstanding expansion of religious schools. At the beginning of the 1960s, there was a Copernican turn in the regime’s educational policy as a result of the directives of international organizations that sought economic development. The state abandoned its subsidiarity, and throughout the 1960s promoted an exponential growth of the country’s rickety education system. This new policy culminated in a general reform of the education system, the General Education Act of 1970, which put an end to the dual system inherited from the 19th century, and introduced comprehensive education in Spain.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

Les trois vagues de la sécularisation des consciences en Espagne

2009 ◽  
Vol 56 (2) ◽  
pp. 189-201 ◽  
Author(s):  
Alfonso Pérez-Agote
Keyword(s):  
Catholic Church ◽  
Third Wave ◽  
Progressive Decline ◽  
Second Stage ◽  
Catholic Culture ◽  
The 1960S ◽  
The 19Th Century ◽  
Second Wave ◽  
The Church ◽  
The Catholic Church

The process of the secularization of consciences in Spain evolved in three stages. The first of these began in the 19th century and lasted until the Civil War (1936—1939). This stage was characterized by the growth of a series of movements that opposed the Catholic Church's presumptive monopoly on truth. The second wave corresponded to the spread of consumerism and lasted from the 1960s to the end of the 1980s. In this second stage, we see a loss of interest in the Catholic Church and religion. Spain, traditionally a Catholic country, steadily became a country of Catholic culture; this translated into a progressive decline in the ability of the Church to control social behaviour. A third wave began in the 1990s, since when the majority of the younger generation has been losing all contact with the Catholic Church and religion.

scholarly journals La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

2021 ◽  
pp. 209
Author(s):  
Mariano González-Delgado ◽  
Tamar Groves
Keyword(s):  
Cold War ◽  
General Education ◽  
White Paper ◽  
Franco Regime ◽  
Education Act ◽  
Contemporary Spain ◽  
The Cold War ◽  
The Impact ◽  
International Advisory ◽  
Do So

This article analyzes the influence that the educational ideas proposed by UNESCO had on the development of the General Education Act (LGE) of 1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would give rise to one of the most important educational reforms of contemporary Spain was developed. In the second part, we examine the recommendations given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding the educational context originated within the framework of the Cold War and the Modernization Theory.

Theory and Practice of School Upbringing Politicization in Soviet Pedagogical Thought of the Pre-war Period

2020 ◽  
Vol 15 (4) ◽  
pp. 120-128
Author(s):  
Milovanov Konstantin Yu. ◽  
Keyword(s):  
General Education ◽  
Education System ◽  
Subsequent Development ◽  
Scientific Work ◽  
The State ◽  
School Education ◽  
Theory And Practice ◽  
Practical Significance ◽  
Soviet Period ◽  
Historical Period

The article examines the issues of schools’ politicization in the domestic pedagogical thought of the pre-war period. The theoretical and methodological relevance of the study lies in the need to study the theory and practice of school education, modernization models and educational strategies of the Soviet period. No less important is the relevance of the historical dimension of the problem of the development of school education in the USSR in the context of the scientific reconstruction of the main stages of its evolution. The author has used historical-structural, historical-typological, historiographic and source study methods in his work. The purpose and practical significance of scientific work are associated with the tasks of interpreting and revising the activities of historically established educational systems, and with the possibility of their retrospective use for examining the state of the modern Russian school and building innovative concepts that generate new pedagogical knowledge. The study postulates the assertion that the upbringing system in the Soviet period was part of the ideological work of the ruling party, which had a huge impact on society. The views of prominent figures in pedagogical science and education system on the problem of raising the younger generation are characterized. The leading tendencies of etatization and politicization of school educational practice in the historical period under consideration are revealed. The main parameters of the modernization of the system of cultural, educational and educational activities of the united labour socialist school have been determined. It has been established that during the Soviet period, a worldwide recognized system of general education appeared. At the same time, the era under consideration was marked by the politicization of education, formation and subsequent development of the state-party management of the public education system.

scholarly journals THE CATHOLIC CHURCH AS A STRUCTURING AGENT FOR THE CITY OF SALVADOR IN THE COLONIAL PERIOD

2020 ◽  
Vol 1 (31) ◽  
pp. 30-64
Author(s):  
Pedro Vasconcelos
Keyword(s):  
Urban Space ◽  
Catholic Church ◽  
The State ◽  
Colonial Period ◽  
Structural Elements ◽  
Religious Orders ◽  
Portuguese Empire ◽  
The 19Th Century ◽  
The City ◽  
The Catholic Church

Salvador was the capital of the Portuguese America from 1549 until 1763. It was also the second city of the Portuguese Empire up to the 19th century. The Catholic Church together with the State was the main agents that structured the city of Salvador during the whole colonial period. The Secular Church related to the State through the Padroado was responsible for the implementation and maintenance of the Cathedral, churches and parishes; the religious orders with their convents were important structural elements of the urban space while the laic orders owned churches and many urban properties and corresponded to the structuring of a slave society.

Latviešu publicisti par izglītību dzimtajā valodā (19. gs. otrā puse)

2021 ◽  
pp. 97-105
Author(s):  
Vitālijs Šalda ◽  
Keyword(s):  
19Th Century ◽  
Education System ◽  
Native Language ◽  
Mother Tongue ◽  
The State ◽  
Classical Liberal ◽  
National Minorities ◽  
The People ◽  
The 19Th Century ◽  
Civilized Society

The issue of school education in the mother tongue, which is part of a wider issue of the rights of national minorities in a civilized society, is still topical in Latvia nowadays. In this respect, the attitude of Latvian publicists towards the education in native language in the second half of the 19th century may be of interest, as they largely articulated the wishes and demands of the people to the ruling regime, when Latvians were struggling to obtain education for their children in their mother tongue opposed to the offi-cial language of the state. Based on the study of Latvian periodicals of the second half of the 19th century, the author con-cludes, that speaking about the use of the mother tongue in schools, Latvian publicists defended both na-tional and classical liberal values. It was found that their arguments about the need for a consistent use of the mother tongue in the education system were still incomplete, but they cannot be scientifically denied even today.

1 Reconfiguring the national constellation

2005 ◽  
Vol 13 (S1) ◽  
pp. 1-36 ◽  
Author(s):  
MICHAEL ZÜRN ◽  
STEPHAN LEIBFRIED
Keyword(s):  
Golden Age ◽  
The State ◽  
Democratic Legitimacy ◽  
Nation State ◽  
Four Dimensions ◽  
Political Processes ◽  
Nation States ◽  
The 1960S ◽  
Definition Of ◽  
The 19Th Century

The influence of the state on the trajectory of human lives is more comprehensive and sustained than that of any other organizational construct. We provide a definition of the modern nation-state in four intersecting dimensions – resources, law, legitimacy, and welfare – and review the history and status of each dimension, focusing on the fusion of nation and state in the 19th century, and the development of the ‘national constellation’ of institutions in the 20th. We then assess the fate of the nation-state after the Second World War and, with western OECD countries as our sample, track the rise and decline of its Golden Age through its prime in the 1960s and early 1970s. Finally, we identify the challenges confronting the nation-state of the 21st century, and use the analyses in the following eight essays to produce some working hypotheses about its current and future trajectory – namely, that the changes over the past 40 years are not merely creases in the fabric of the nation-state, but rather an unravelling of the finely woven national constellation of its Golden Age. Nor does there appear to be any standard, interwoven development of its four dimensions on the horizon. However, although an era of structural uncertainty awaits us, it is not uniformly chaotic. Rather, we see structured, but asymmetric change in the make-up of the state, with divergent transformations in each of its four dimensions. In general, nation-states are clinging to tax revenues and monopolies on the use of force, such that the resource dimension may change slowly if at all; the rule of law appears to be moving consistently into the international arena; the welfare dimension is headed in every direction, with privatization, internationalization, supra-nationalization, and defence of the national status quo, occurring at various rates for healthcare, pensions, public utilities, consumer protection, etc. in different countries. How, and whether, the democratic legitimacy of political processes will be ensured in such an incongruent, if not incoherent and paradoxical state is still unclear.

What Does Decolonisation Mean in Bolivia in Relation to the Position of Religion in the Country’s New Legislation and the New Curriculum?

2015 ◽  
Vol 32 (1) ◽  
pp. 115-143
Author(s):  
Live Danbolt Drange
Keyword(s):  
Indigenous Peoples ◽  
Catholic Church ◽  
Roman Catholic ◽  
The State ◽  
Roman Catholic Church ◽  
Evangelical Churches ◽  
Cultural Boundaries ◽  
Education Act ◽  
The Government ◽  
First Time

The article discusses challenges and obstacles in creating intercultural dialogue and coexistence across religious and cultural boundaries in a society that is ethnically and culturally multi-dimensional. Bolivian society has always been multicultural and multi-ethnic with a majority of indigenous peoples. The Roman Catholic Church has since colonization officially been dominating religious life and political power while evangelical churches have been growing considerably during the last decades. The majority of indigenous peoples have historically been oppressed by an elite of Spanish descent. In the last few decades there has been an ethnic revitalizing and indigenous representatives have for the first time in history gained positions in the government. They have taken an active part in the rewriting of the Constitution and an education act intending to create a more just and equal society under the slogan “decolonize the state”. A new Constitution and Education Act are establishing that the state is secular and that it guarantees freedom of religion and belief at the same time as it is marked by Andean spirituality. This spirituality and the position of religion in society and in education have been topics of controversy in the process of constructing new legislation. In the discussion the Catholic Church, evangelical Christians and indigenous participants advocating traditional Andean spirituality have been participating. I will look in to possible consequences of this Andeanization especially concerning the children’s religious upbringing.

scholarly journals La Ley General de Educación en la memoria: del reconocimiento a la negación

2021 ◽  
pp. 289
Author(s):  
Patricia Delgado Granados
Keyword(s):  
Economic Development ◽  
General Education ◽  
Franco Regime ◽  
Universal Education ◽  
Spanish Transition ◽  
Starting Point ◽  
Socio Economic Development ◽  
Education Act ◽  
The Individual ◽  
Do So

The aim of this paper is to analyze the process of the drawing up of the General Education Act (LGE), created under the Franco regime and implemented a few years before the Spanish transition. In order to do so, we pay special attention to the socio-economic moment in which the law was projected and to the different political tendencies that were emerging in the scenario of dictatorship and that would become more visible in the transition. The paper also examines the individual and collective experiences and strategies of other sectors of the population, showing how they swung from recognition to denial of the LGE. The law’s implementation was the result of a critical diagnosis of the education system that implied a need for decisive change in the situation of education, a change that could be achieved by setting legal conditions for the normalization of universal education in Spain. The starting point was the belief that improving education would lead to the socio-economic development of the country while at the same time resolving the situation of ideological, political and social conflict that persisted under the dictatorship and that would be solved, in part, after 1978.

Sign in / Sign up

Export Citation Format

Share Document