Power, Ideology and Children: Socialist Childhoods in Czechoslovakia

Autor/in	Tesar, Marek
Titel	Power, Ideology and Children: Socialist Childhoods in Czechoslovakia
Quelle	In: Dialogic Pedagogy, 6 (2018), (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3290
Schlagwörter	Foreign Countries; Social Systems; Children; Power Structure; Ideology; Personal Narratives; Figurative Language; Czechoslovakia + Suchen Sie Ihr Suchwort? Ausland; Social system; Soziales System; Child; Kind; Kinder; Ideologie; Erlebniserzählung; Tschechoslowakei
Abstract	There was not one, singular childhood in socialist Czechoslovakia, but many and diverse, plural, childhoods. Spanning over 40 years (1948-1989), the Czechoslovak communist governance produced diverse conceptualisations of childhoods that remain often invisible, unexplored, and the current analyses are at best sketchy and refer mostly to pedagogical nuances of strong ideological pedagogical struggles. One way to explore such an abundance of historical data in a short journal article is to utilise a somewhat personal narrative of a child. This dialogic approach allows the strong presence of the voice of a child, re-told from an adult's perspective, and it methodologically justifies an approach to thinking and theorising of socialist childhoods through Vaclav Havel's (1985; 1989; 1990) theoretical thinking that has been utilised in philosophy of education previously (see Tesar, 2015e). There are also other examples of complex and thorough analyses of socialist childhoods in other countries (see for example Aydarova et al, 2016), and theoretical thinking about the socialist child as a foreigner to its own land, can be done through Kristeva's lens (Arndt, 2015). (As Provided).
Anmerkungen	University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: http://dpj.pitt.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01