Suchergebnisse

Abstract: Alongside and in the wake of Brazil's National Truth Commission (2012–2014), local and institutional truth commissions flourished. This article examines one form of those local truth commissions: university truth commission reports. Situating them in the context of both their creation and Brazil's longer history with military rule, it analyzes the ways in which such commissions engage with, reinforce, and challenge national narratives of the military dictatorship of 1964–1985 and the ways in which they contribute new understandings to the military past. In the process, such commissions complicate the collective memory and narratives of military rule while both revealing the limitations of specialized truth commissions yet pointing to the ways in which such commissions can expand understandings of human rights both definitionally and temporally.

This article analyzes student mobilization and public discourse on higher education during the June 2013 protests in Brazil in an effort to situate the protests historically. I argue that higher education was a major, yet overlooked, component of the 2013 protests, and that concerns over the failings and shortcomings of Brazil's university system had deeper roots in institutional problems and student discourses on education, society, and democracy. These historical inequalities combined with institutional memories that offered students models and examples of past mobilization and allowed them to tie their present-day concerns to past examples of student politics. I consider the ways in which the often-overlooked question of educational reform offers insights into ongoing social inequalities in Brazil, the failure of various regimes to address structural issues, and how students in 2013 looked to the past while simultaneously drawing on their own particular educational contingencies. This article situates 2013 historically while exploring the ways in which higher education in the twenty-first century has transformed, even as it remains an important part of political and social struggles between society and the state. Finally, this article explores how the 2013 protests in Brazil reflect ongoing struggles to define the role of the state in society, not just in Brazil but in the Americas more generally.

"Gender and Memory in Truth Projects in Brazil" published on by Oxford University Press.

Scholars have well documented the impact on youth of attending a residential summer camp. Quantitative studies, generally consisting of pre/post assessments, have found positive outcomes related to self-esteem, self-efficacy, hard skills, and social skills. We explored the long-term outcomes of the camp experience through adult recollections of the camp experience. Participants' interviews provided four primary, emergent themes: self growth, affinity for nature, life skills, and relationship. Outcomes appear to stem from camper-counselor relationships and unstructured free time. This study highlights the lifelong benefits of the camp experience and suggests there is utility in collecting adult long-term recollections of childhood memories.

Decades after the massive student protest movements that consumed much of the world, the 1960s remain a significant subject of scholarly inquiry. While important work has been done regarding radical activism in the United States and Western Europe, events in what is today known as the Global South—Asia, Africa, and Latin America—have yet to receive the attention they deserve. This volume inserts the Third World into the study of the 1960s by examining the local and international articulations of youth protest in various geographical, social, and cultural arenas. Rejecting the notion that the Third World existed on the periphery, it situates the events of the 1960s in a more inclusive context, building a richer, more nuanced understanding of the era that better reflects the dynamism of the period

In the 1960s and 1970s, the educational systems in Spain and Latin America underwent comprehensive and ambitious reforms that took place amid a "revolution of expectations" arising from decolonization, global student protests, and the antagonism between capitalist and communist models of development. Deploying new archival research and innovative perspectives, the contributions to this volume examine the influence of transnational forces during the cultural Cold War. They shed new light on the roles played by the United States, non-state actors, international organizations and theories of modernization and human capital in educational reform efforts in the developing Hispanic world