Suchergebnisse

Resumen basado en el de la publicación ; Título, resumen y palabras clave en español e inglés ; Monográfico con el título: "Fotografía, propaganda y educación" ; Desde 2014 ha habido a lo largo de Europa diversos programas conmemorativos de los acontecimientos que marcaron la Gran Guerra de 1914-1918. Uno de estos eventos fue la temprana exposición de fotografías Paris 14-18, la guerre au quotidien en París. Todas las fotografías versaban sobre la vida cotidiana en la ciudad desde el reclutamiento y salida de los soldados franceses a las celebraciones de la victoria en 1918. La exposición señalaba que la Gran Guerra fue el primer conflicto en el que las experiencias de la población civil fueron visualmente documentadas de manera extensa. Se investigan las experiencias de los niños en Birmingham, durante el tiempo de guerra, y cómo fueron visualmente captados. En particular, se documentan y analizan las conexiones entre la representación de la infancia en guerra, la propaganda y la promoción del patriotismo. ; ESP

In the late 1960s and early 1970s SHELTER produced a series of campaign pamphlets aimed at raising public awareness of homelessness in the United Kingdom. Back to school from a holiday in the slums! was one such pamphlet which, using a mixture of photographic images and oral testimony, posed a series of questions about the relationship between living in unfit and overcrowded housing and poor educational performance. The school environment was 'a change and a comfort' for children living in slums, but school teachers and social workers were asked if such children had any chance of success as they came each day 'from housing conditions so oppressive that their capacity for education … [was] severely restricted'. On the basis of these interviews SHELTER concluded that their childhood was 'a time of lost opportunity'. Back to school from a holiday in the slums! is used in this article to explore the dialogue between the image and the word and the representation of inequalities.

As the result of two research projects about documentaries and newsreels produced in Spain between 1914-1939 and 1939-1970, we discovered different silences and rumours which had an impact un the memory and the history of education. We know that those silences and rumours were applied systematically as part of a national policy, affecting mainly the vulnerable population and stymieing any attempt at changing the situation. It is important that we understand why those silences and rumours persist nowadays and how the history and memory of education confront them. The silences, like the manipulations, make up a part of our past, yet they still have effects today. And this is true not only with Francoism; in different totalitarian systems, as well as during violent historical episodes, there has been a habit of imposing silence. The same thing has occurred withnewsreels and documentaries. Different responses have attempted to address this problem and its effect on the recuperation of educational memories, and it ultimately depends on political, cultural and social contexts. In researching and disseminating one's own past, the sensation of uneasiness is inherent to the process. The educational memory assumes this apprehension when it is developed as complex history which explains the lived educational experiences that are being related. In this article, we explore some of the premises and the potential of fragile memories and complex stories forming part of an intentional research program around audiovisual sources produced as propaganda in a totalitarian political framework. The different lines of research pursued in the aforementioned projects, but not exclusive to them, reinforced the need to advance in those methodologies that could bring together the different paths connecting the common elements and allowing for the possibility of narrating the silence with the perspective of a social history linked to justice and democracy. ; Después de la realización de los proyectos de investigación sobre los documentales ...