Paulí Dávila

Nuevas miradas historiográficas sobre la educación en la España de los siglos XIX y XX

In the Spanish historiography of education, from time to time a work is published that offers a recapitulation of historiographical production in a specific period. In some cases it is a matter of ‘rethinking’ the history of education from the new historiographical perspectives; 1 in others, of offering a general vision of the historiographical production. 2 Both types of contribution are necessary to verify the vitality of the history of education as an academic discipline and to discover the breaches and continuities of diverse themes and novel perspectives. In this case we find a work that has been published by the same authors who had published their study in 1994. Therefore, we can affirm that these two works offer a general overview, with detailed individual opinions, of Spanish educational historiography from the early 1980s up to 2010: that is to say, a compilation of thirty years of historiographical production that refers, in its greater part, to the 19th and 20th centuries and the first decade of the 21st century in Spain. What have historians of education written about in these past thirty years? If we adhere to the views taken in the chapters that coincide in both works, we could affirm that they have written about everything. Thus, the first volume contained works about literacy teaching, public schooling, private schooling, popular education, education of women, school space, teacher training and pedagogical ideas. At that time, the emerging themes of our discipline were literacy teaching and school space. The historiographical production about literacy teaching has continued to enjoy a certain autonomy in the field of cultural history, but on the other hand it was just an additional topic to be studied by historians of education, and research and publications on the school environment continue. Regarding other school-related topics, one can say that there is a more solid tradition. We are talking about 1994 and the historiographical production of the ten previous years was collected in that work. The work discussed here was published in 2010; the production of the past ten years is not only collected as expected, but the period under discussion is also expanded to study the 1980s with regard to some themes. In this way, those themes that were not looked at in the first work – such as levels of secondary teaching and university, for example – are now objects of study. Nevertheless, most of the works are prior to the year 2000. This means that both works complement each other, not only in their references to the starting point of the collection of historiographical themes, but also with respect to the themes that are treated. In the work from 1994 the majority of the themes studied had primary education as their frame of reference; in the 2010 book they have widened the frame of reference to include themes that also involve other educational levels (early childhood education, secondary education and the university). Likewise, works on the new perspectives in this dis-

La protección de la infancia en situaciones de riesgo en América Latina a través de los códigos de la niñez

La proteccion de los derechos de la infancia en America Latina, tras la ratificacion por todos los paises de la region de la Convencion sobre los Derechos del Nino, ha alcanzado, a nivel legal, un amplio desarrollo e implementacion, adecuandose a dicho tratado internacional. El objetivo de este articulo es analizar los diferentes codigos de la ninez, aprobados por la mayoria de paises de la region y que son la expresion mas firme de dicho tratado internacional y que se muestran como una herramienta para el trabajo del educador social. En este articulo, mediante una metodologia comparada, analizamos dichos codigos utilizando como modelo las categorias subyacentes en la Convencion, centrandonos en dos ambitos: medidas protectoras para los ninos en situacion de riesgo social y la justicia juvenil, ademas de las instituciones de proteccion. Esta eleccion nos parece relevante pues muestran un campo de intervencion en educacion social. A traves del analisis comparado, podemos llegar a las siguientes conclusiones relevantes: los codigos, en general, tienen un alto grado de congruencia con la Convencion, aunque se aprecia una insistencia exagerada en el campo de la proteccion infantil y, sobre todo, en el de la justicia juvenil; asimismo insisten en las medidas de proteccion infantil, las medidas socioeducativas de la justicia juvenil y presentan una amplia red de instituciones a diferentes niveles administrativos, existentes en la region, incluida la figura del defensor del nino. --------------------------------------------------------------------- The protection of the rights of childhood in Latin America since the ratification of the Convention on Rights of the Child by all countries of the region has reached a broad development and implementation on a legal level in accordance with this international treaty. The objective of this article is to analyse different codes of childhood which were approved by a majority of the countries of the region and which are the most effective expression of this international treaty, and the show to be a tool for the work of the social educators. In this article we analyse these codes with a comparative methodology using the underlying categories of the Convention as a model and concentrating on two points: measures to protect children in situations of social risk and juvenile justice, in addition to institutions that provide protection. This choice seems relevant because it shows a field of intervention in social education. We come to the following relevant conclusion by means of a comparative analysis: the codes generally show a high degree of congruence with the Convention, even though an exaggerated emphasis in the field of measures for infant protection, especially in juvenile justice, can be observed; the codes equally insist on measures for infant protection, socio-educational means of juvenile justice, and they present a large network of institutions at different administrative levels which exists in the region and which includes ombudsmen for children.

The educational work of the De la Salle Brothers and popular education in Gipuzkoa in the twentieth century

1 Many religious orders and congregations that were deported from France between 1904 and 1914 established themselves in neighbouring countries (Belgium, Switzerland, Italy and Spain). One of the affected congregations was Los Hermanos de las Escuelas Cristianas, 2 which worked in the field of popular education. Many of its members found refuge in the Spanish province of Gipuzkoa, which neighbours France on the Atlantic coast, where it succeeded in establishing and maintaining itself for centuries. Today it is the second most important congregation in terms of the number of schools and teachers in the private school sector. An analysis of this congregation in Gipuzkoa during a 100-year period reveals a considerable increase in schools located in cities and villages with a large industrial sector; with institutions being dispersed throughout the entire province, and a dedication to popular education through vocational training. This training has been one of the most important characteristics of Lasallian pedagogy, and it paralleled the modernisation processes of Gipuzkoan society in the twentieth century. 1This article is the result of a research project financed by the Spanish Ministry for Science and Education, project number EDU-2010-15218. The authors are members of the Research Group for Historical and Comparative Studies in Education – Garaian of the University of the Basque Country, recognised by the Basque Government, registry number IT 298/10. 2The Brothers of Christian Schools

Education museums: historical educational discourse, typology and characteristics. The case of Spain

Abstract Within a European framework, the current state of education museums in Spain is an observable reality and since their emergence at the beginning of the twenty-first century, they have played a role in heritage education. At the same time, in recent decades the history of education as an academic discipline has incorporated into its discourse a series of new objects related to the material culture of schools, thereby enriching education museums. In this article, our focus is on the contributions that the museology of education is making to educational historiography, highlighting both the development of a discourse community in the context of the museology of education and the new uses that education museums have for teaching and research. Our methodology is based on an analysis of the current panorama of education museums in Spain, capturing the landscape through categories based on the functions, collections, museum narratives, audiences, and management that explain their characteristics. The results drawn from our analysis show that education museums are becoming a resource for teaching, research, and sharing Spain’s historical educational heritage; at the same time they are also innovating the discourse of historiography and education.

Memory and Yearbooks: An Analysis of Their Structure and Evolution in Religious Schools in 20th Century Spain

Along the 20th century, the majority of religious schools in Spain, ruled by religious orders and congregations, published school reports yearly. The richness of these annual reports as a primary source is obvious as they are documents created by the schools that provide really rich information about their evolution, the buildings, the school activities, sports and some other ludic activities, the evolution of the teachers, short stories from the students, photographs of the scholar groups, commercial advertising, religious activities, catholic groups, etc. In this paper we analyse the structure and the evolution of the school reports produced by a wide group of schools belonging to diverse religious institutes (Escolapians, Marianists, Marists, Lasallians, Salesians, etc.) since the 1930s until the end of the 20th century. As a conclusion, the school reports provide the possibility of reconstructing the history of a certain school as well as transmitting an institutional representation that turns itself into a discourse, a representation of a shared universe between the schools and their receivers.

Tradition and modernity of the De La Salle Schools: the case of the Basque Country in Franco’s Spain (1937–1975)

The Congregation of the Brothers of Christian Schools (the De La Salle Brothers) has grown since its arrival in Spain in 1878, and today it is the second most important Congregation – in terms of the number of students and schools – in the private school sector in Spain. This article aims to present, first, the educational contributions of De La Salle, which are based upon discipline, Catholic schooling and popular education. This pedagogical approach became the foundation of traditional education, and was a success in their schools and a model for other institutions. Second, our study is focused on the situation of the De La Salle schools in the Basque Country during the Franco regime. The case of the Basque Country is very important, because it showed a significant increase in centres for vocational training and secondary education. The paper concludes that the De La Salle schools make up a Catholic school model adapted to the educational and social reality of the Basque Country and that, during the Franco regime, the model went through a period which balanced tradition and modernity regarding educational provision.

The Protection of Children’s Rights in Latin America

In recent decades, the defence of children’s human rights has had an important evolution in Latin America, above all since the ratification of the Convention on the Rights of the Child (CRC) (UN, 1989). Most countries in the region found a way of implementing child and education rights through some genuine documents such as the Code of Children.