Community and the Myth of the Ideal School: Circulation and Appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922-1933)

Autor/in	del Pozo Andrés, María del Mar
Titel	Community and the Myth of the Ideal School: Circulation and Appropriation of the Hamburg Gemeinschaftsschulen in Spain (1922-1933)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 50 (2014) 5, S.599-614 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2014.927510
Schlagwörter	Foreign Countries; Educational History; Progressive Education; Teaching Methods; Educational Innovation; Public Schools; Historiography; Educational Theories; Misconceptions; Educational Attitudes; Educational Change; Teacher Role; Ambiguity (Semantics); Translation; Spanish; German; Educational Philosophy; Germany; Spain + Suchen Sie Ihr Suchwort? Ausland; History of education; Bildungsgeschichte; Reformpädagogik; Progressive Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Public school; Öffentliche Schule; Geschichtsschreibung; Educational theory; Theory of education; Bildungstheorie; Missverständnis; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Bildungsreform; Lehrerrolle; Spanisch; Deutscher; Bildungsphilosophie; Erziehungsphilosophie; Deutschland; Spanien
Abstract	The progressive education movement was known in Spain from its very inception, and in fact many of its pedagogical theories and practices reached Spain before reaching other European countries. Yet traditional historiography has always maintained that Spain was never integrated in the progressive education movement, a misconception that helps explain the lack of research in the field. Recent historiographical research, however, has shown that numerous Spanish schools served as laboratories for the implementation of progressive education methods in the 1920s and 1930s. The Spanish educational system proved itself to be especially open to international innovation in general and Spain actually enjoyed a privileged position for the study of how innovative pedagogical ideas could be incorporated and appropriated. Proof of this affirmation can be found in the introduction and dissemination throughout Spain of the experimental public school movement of Hamburg known as "Gemeinschaftsschulen." This article will focus on the way this movement was received in Spain. We will examine the phenomenon from a double perspective, corresponding to the different positions that scholars found themselves in within the educational panorama of the time. On the one hand we will examine the role of the "grass-roots" educators who wished to change schools "from below", starting with classroom practices. On the other hand we will take a look at the representatives of "high pedagogy", who were intent on formulating a pedagogical theory on which to base a political-ideological model that would serve to change the school "from above". Tensions arising among the different pedagogical groups, along with the ambiguity of the translation into Spanish of the term "Gemeinschaftsschulen," led to the different groups appropriating the concept in different ways. The evolution of the term "Gemeinschaftsschulen," from its original identification with a localised school experiment in Hamburg to its becoming a symbol for virtually all European school vanguards, will be addressed at the conclusion of the article. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10