The Formation of the Argentine Public Primary and Secondary School System

1987 ◽  
Vol 44 (1) ◽  
pp. 45-65 ◽  
Author(s):  
John E. Hodge
Keyword(s):  
Nineteenth Century ◽  
Secondary School ◽  
School System ◽  
Buenos Aires ◽  
Full Scale ◽  
Nation State ◽  
Federal Constitution ◽  
New Challenges ◽  
Primary And Secondary School ◽  
Modern Nation State

With the acceptance of the Federal Constitution of 1853 by the province of Buenos Aires in 1862 and the assumption of the presidency of the Nation by Bartolomé Mitre, the main constitutional problem besetting the region since independence was, in theory at least, solved. The permanent location of the capital had not been settled, but a national government was a reality. Leaders who had brought about the downfall of Rosas, negotiated an end to full-scale civil war, and organized the outline of the patria grande now faced new challenges. The spirit of anarchy, the rule of force, provincial allegiances, and a widely scattered, largely illiterate population were awesome impediments to the creation of a modern nation state. The response to these problems by the politicians, economists, scholars, technocrats, artists, and soldiers of Argentina during the last forty years of the nineteenth century, working towards the goal of a unified, peaceful and cultivated nation, is an enthralling topic.

scholarly journals Język domostwem bycia — o funkcjonalnym nauczaniu polszczyzny w podręcznikach dla nauczycieli Tadeusza Czapczyńskiego

2018 ◽  
Vol 16 ◽  
pp. 9-28
Author(s):  
Małgorzata Gajak-Toczek
Keyword(s):  
Nineteenth Century ◽  
Secondary School ◽  
Language Use ◽  
Everyday Language ◽  
Classroom Activities ◽  
Primary And Secondary School

The language as home — on the functional teaching of Polish in textbooks for teachers by Tadeusz Czapczyński The aim of this article is to discuss Tadeusz Czapczyński’s textbooks for teachers: Exercises in Speaking 1922 and Methodology of Stylistic Exercises in Primary and Secondary School. The Manual for Taught 1929. It grew out of the reform tendencies specific to the education in Galicia and the Kingdom of Poland and correlated with the innovative findings of the pedagogical and psychological sciences and the disciplines of motherhood. In an innovative way Czapczyński prevented nineteenth-century verbalism, placing the student in a new role: researcher and explorer. This Polish teacher was advocating for the training of correct and proficient skills in speech and writing, and thus subjected practical purposes to classroom activities. In place of memorizing the norms and rules he introduced exercises in everyday language use.

Schulform- und Schulstrukturgarantien in den deutschen Landesverfassungen

2019 ◽  
Author(s):  
Jonas Köster
Keyword(s):  
Secondary School ◽  
School System ◽  
The State ◽  
Education Law ◽  
School Systems ◽  
State Law ◽  
State School ◽  
State Constitutions ◽  
Federal Constitution ◽  
German States

Should the state school system separate different students into different schools by their level of intelligence? The book analyses and compares the constitutional regulation of the secondary school systems in the 16 German states. As education law is state law in Germany, the federal constitution (Grundgesetz) is much less important in this area than the 16 state constitutions.

The Romantic Construction of Greece

2016 ◽  
Author(s):  
Roderick Beaton
Keyword(s):  
Nineteenth Century ◽  
Ancient Greece ◽  
Lord Byron ◽  
Nation State ◽  
Aesthetic Movement ◽  
Language Reform ◽  
Of Greece ◽  
Modern Nation State ◽  
Public Architecture

Greece as a modern nation-state is itself a product of European Romanticism. Once revolution broke out in 1821, the conflict was successfully internationalized by mobilizing European ‘romantic’ ideas about ancient Greece, in the service of ‘reviving’ a long-suppressed but latent nation—ideas espoused in different ways by the leading English Romantic poets of the time, P. B. Shelley and Lord Byron. Romanticism as a literary and aesthetic movement first makes its appearance in Greek in the 1820s. Its impact is observed in poetry, fiction, public architecture, and language reform. In the mid-nineteenth century historicism arrives in Greece. The projection of thecontemporaryGreek nation back through three thousand years of history is an essentially Romantic endeavour. In literature, the effects of Romanticism are slow to fade. In the poetry of Kostis Palamas (1859–1943) the uneasy synthesis of the different phases of the Greek past with the present reaches its fullest exploration.

The Aesthetics and Politics of Colonial Collecting: India at World Fairs

1989 ◽  
Vol 31 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Carol A. Breckenridge
Keyword(s):  
Nineteenth Century ◽  
Nation State ◽  
Aesthetics And Politics ◽  
World Fairs ◽  
International Exhibitions ◽  
The World ◽  
Modern Nation State

In the second half of the nineteenth century, objects from India were repeatedly assembled for display at international exhibitions, known then and now as world fairs. Their transience and ephemerality set world fairs apart as extraordinary phenomena in the world of collecting. They are special because, despite the permanence they imply, they do not last; they come and they go. Their buildings are constructed, and then, by international charter, they are deconstructed. They are also special because they place objects in the service of commerce and in the service of the modern nation—state, with the inevitable imperial encounters that these two forces promote. In doing so, they yoke cultural material with aesthetics, politics and pragmatics.

scholarly journals The Federal Law of Education in Argentina: Its Application in the Province of Buenos Aires

2005 ◽  
Vol 13 ◽  
pp. 8
Author(s):  
María Fernanda Arias
Keyword(s):  
Secondary School ◽  
Educational Reform ◽  
Private Schools ◽  
School System ◽  
Buenos Aires ◽  
Quality Of Education ◽  
Federal Law ◽  
State Schools

The present work seeks to analyze the results of the educational reform of the secondary school system in Argentina initiated by the Ley Federal de Educación in 1993. This article has chosen Greater Buenos Aires, the biggest conurbation in the country, as a "case study." The methodology used is based on quantitative and qualitative surveys administered to the top authorities of state and private schools in the area. We conclude that the reactions toward the reform are, in general, negative. Furthermore, there are no differences in attitudes between private and state schools. Both of them agree that the worst effect is the leveling down of the quality of education. In other words, the main cause of disagreement is mostly pedagogic.

scholarly journals ‘Sami Religion’ in Sámi Curricula in RE in the Norwegian School System: An Analysis of the Importance of Terms

Religions ◽  
2020 ◽  
Vol 11 (9) ◽  
pp. 448
Author(s):  
Bengt-Ove Andreassen ◽  
Torjer A. Olsen
Keyword(s):  
Secondary School ◽  
Indigenous People ◽  
Religious Education ◽  
Educational System ◽  
School System ◽  
Norwegian School ◽  
Indigenous Religions ◽  
Primary And Secondary School

In this article, we map and analyse the changes in conceptualisation and ideas on Sámi and indigenous people in the Sámi (Religious Education) RE curricula for primary and secondary school in the period from 1997 to 2015. Through the analysis of five sets of curricula for RE in this period, we investigate how they introduce a new set of ideas and concepts concerning religion related to the Sámi as an indigenous people. ‘Circumpolar indigenous people’s religion’ is a concept and a category that is primarily found within the Sámi curriculum of Norway’s educational system. As such, we argue it is a way of religion making through the conceptualization of Sámi religion in particular, and indigenous religions in general.

Responsibilising the next generation: Fostering the enterprising self through de-mobilising gender

Organization ◽  
2017 ◽  
Vol 24 (6) ◽  
pp. 892-915 ◽  
Author(s):  
Karin Berglund ◽  
Monica Lindgren ◽  
Johann Packendorff
Keyword(s):  
Secondary School ◽  
School System ◽  
Subject Position ◽  
Next Generation ◽  
Recent Introduction ◽  
Gender Neutral ◽  
Enterprising Self ◽  
Life Itself ◽  
Swedish School ◽  
Primary And Secondary School

In this article, our interest is in what subjectivities are fostered among schoolchildren through the recent introduction of entrepreneurship initiatives in primary and secondary school. The educational terrain is but one example where entrepreneurship has been discursively transformed during recent decades from the notion of starting businesses into a general approach to life itself in the advancement of neoliberal societies. The inherently elitist and excluding position of the entrepreneurial subject is now offered to all and sundry. While entrepreneurship pedagogy is explicitly intended to be gender neutral and inclusive of all such identities traditionally suppressed in the entrepreneurship discourse, we ask what kind of enterprising selves are mobilised and de-mobilised here. Second, in what way are these seemingly ‘gender-neutral’ enterprising selves gendered? Our analysis of three recent and dominating entrepreneurial initiatives in the Swedish school system emphasises the need for activation, performativity and responsibility. The analysis also shows that gender is indeed silenced in these initiatives but is at the same time productive through being subtly present in the promotion of a ‘neo-masculine’, active, technology-oriented and responsible subject. Entrepreneurship is presented as being equally available for all and something everyone should aspire to, yet the initiatives still sustain the suppression and marginalisation of women and femininities. The initiatives specifically promote a responsible and adaptive masculine subject position while notions of rebellious entrepreneurship and non-entrepreneurial domestic positions are mobilised out of the picture.

Revolution in the Hispanic World, 1808–1816

2012 ◽  
Author(s):  
Jaime E. Rodríguez O.
Keyword(s):  
Nineteenth Century ◽  
Iberian Peninsula ◽  
Civil Wars ◽  
Political Authority ◽  
Spanish America ◽  
Nation State ◽  
Home Rule ◽  
Nation States ◽  
New Nation ◽  
Modern Nation State

The collapse of the Spanish monarchy in 1808 precipitated a political revolution that shattered that worldwide polity into new nation-states, among them Spain itself. In the wake of France's invasion of the Iberian Peninsula, three broad movements emerged in the Spanish world: the struggle against the invaders, the great political revolution that sought to transform the Spanish monarchy into a modern nation-state with one of the most radical constitutions of the nineteenth century, and a fragmented insurgency in America that relied on force to secure home rule. Elections to form a representative government for the Spanish world were held in the midst of a crisis of confidence. As their first act, the deputies to the Cortes of Cádiz declared themselves representatives of the nation and assumed sovereignty. The insurgencies and civil wars that engulfed some regions of Spanish America were a response to the same events that generated the constitutional political revolution. Both movements sought to maintain the Spanish monarchy as an independent political entity and to expand local political authority and representation.

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