Δεν παρατίθεται περίληψη στα ελληνικά. ; Juan Suriano, Cultural practices and politics of the argentine anarchism The writer attempts to establish the basic characteristics of the argentine anarchism, analyze its cultural dimensions and show the limits of its strategies. The basic concepts of the anarchism in Argentina were developed during the years 1870-1920, within a constantly changing and cosmopolitan social environment, since it was in that period that the country became part of the international market place. The anarchists' discourse, being flexible and out of rigid structures, based on the principles of class heterodoxy, individualism and universality, as well as on the spontaneous action, achieved to interpret, during the years 1890-1910, not only the demands of the working class, but also the discontent and frustration of the lower classes and oppressed social groups, in general. The anarchists undertook the mission to «illuminate» and educate morally the working class, through the doctrinaire press and a network of a considerable number of circles, clubs and alternative schools, which offered not only economic help but also education and entertainment to the workers and their families. On the other hand, the constant rejection, by the anarchists, of the concepts of citizenship, representation and political participation had a negative effect on the popularity of the movement: because of the new political situation during the 1910s —in 1912 all men obtained the right to vote—, the working class changed its attitude towards the electoral process and got interested in the social measures taken by the radical governments of the period; as a result, the anarchism faced serious difficulties to attract the interest of the lower classes.
" 'If you want to know who you are and where you come from, follow the maíz.' That was the advice given to author Roberto Cintli Rodriguez when he was investigating the origins and migrations of Mexican peoples in the Four Corners region of the United States. Follow it he did, and his book Our Sacred Maíz Is Our Mother changes the way we look at Mexican Americans. Not so much peoples created as a result of war or invasion, they are people of the corn, connected through a seven-thousand-year old maíz culture to other Indigenous inhabitants of the continent. Using corn as the framework for discussing broader issues of knowledge production and history of belonging, the author looks at how corn was included in codices and Mayan texts, how it was discussed by elders, and how it is represented in theater and stories as a way of illustrating that Mexicans and Mexican Americans share a common culture. Rodriguez brings together scholarly and traditional (elder) knowledge about the long history of maíz/corn cultivation and culture, its roots in Mesoamerica, and its living relationship to Indigenous peoples throughout the continent, including Mexicans and Central Americans now living in the United States. The author argues that, given the restrictive immigration policies and popular resentment toward migrants, a continued connection to maíz culture challenges the social exclusion and discrimination that frames migrants as outsiders and gives them a sense of belonging not encapsulated in the idea of citizenship. The "hidden transcripts" of corn in everyday culture--art, song, stories, dance, and cuisine (maíz-based foods like the tortilla)--have nurtured, even across centuries of colonialism, the living maíz culture of ancient knowledge. "--
Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.
