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Erziehung und Bildung in ländlichen Regionen- Rural Education

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Edited By Claudia Gerdenitsch and Johanna Hopfner

Volksbildung auf dem Lande war schon immer und ist bis heute mit ambivalenten Herausforderungen konfrontiert. Emanzipationsbestrebungen und bildungspolitische Interessen prägen das Spannungsfeld für ländliche Bildungsprogramme, ihre räumlich-institutionelle, mediale und curriculare Umsetzung. Das Buch gibt Einblicke in Volksbildungskonzepte aus verschiedenen Ländern in Europa, Amerika, Asien und Afrika. Gerade diese Perspektivenvielfalt ermöglicht systematische Einsichten in Prozesse der ländlichen Erziehung und Bildung sowie länderübergreifende Vergleiche.
Rural Education has always been – and still is – confronted with ambivalent challenges. Emancipation efforts and political interests shape the framework for rural education programmes and their local institutional, media and curricular implementation. The book gives insight into popular education concepts in various countries in Europe, America, Asia and Africa. The variety of perspectives enables systematic understanding of rural education processes as well as international comparison.

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Institutionalisierte Volksaufklärung –Popular Education Institutions

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Institutionalisierte Volksaufklärung Popular Education Institutions 75 Alternative Pedagogy and Revolution: Rural School Teacher Training in México, 1922–1940 Alicia Civera As has been held by many researchers, pedagogic theory acquires particular meanings and can be translated into specific practices when intertwined, some- times in a converging relationship, but perhaps more usually in a contradictory way, with other types of processes, like the economic model and the political project from which it originates. Likewise, the proponents of educational policy on the one hand, and the teachers in charge of putting it in practice on the other, read and interpret pedagogic theory from the standpoint of their own educational traditions, their formative processes and their expectations. Ultimately, the meaning of educational theory adoption rests upon the specific conditions of school life, which must be understood as a space constructed by the interlinking of political and cultural relationships by authorities, teachers, students and fami- ly parents. These different levels do not have an up and down direction. Frequently, studies stem from pedagogic theory or educative policy to explain school culture. In this paper, I will try to put it the other way around, which will allow us to see how pedagogic theory sometimes supports practices but in others it is used to justify them. My study is centered in schools in charge of training rural teachers be- tween 1922 and 1940. This was a very important period in the formation of the State after 10 years of civil war, during which...

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