Nacionalna država i porijeklo srednjoškolskoga obrazovanja u Argentini: slučaj Colegio nacional (Nacionalne škole)

This article focuses on the origins of secondary education in Argentina. In particular, it explores the possible relations between the modelling of educational institutions intended for the formation of political elites and the fabrication of the nation-state. In Argentina, the creation of free, compulsory elementary education was preceded by the development of secondary education through the setting up of the colegio nacional. These schools were formed during the political unification of the national territory after domestic post-independence wars. Note the name given to these institutions: national schools. How did the nation and the state appear in the organization of national schools? The article explores this question analyzing school curricula and rectors’ reports during the configuration of the colegio nacional between 1863 and 1890.U ovom članku fokus je stavljen na porijeklo srednjoškolskoga obrazovanja u Argentini. Posebno se istražuju mogući odnosi između modeliranja obrazovnih institucija namijenjenih formiranju političkih elita i stvaranju nacionalne države. U Argentini je uspostavljanju slobodnoga, obaveznoga osnovnoškolskoga obrazovanja prethodio razvoj srednjoškolskoga obrazovanja kroz osnivanje Colegio nacional. Ove škole bile su formirane tijekom političkoga ujedinjenja nacionalnoga teritorija, nakon domaćih ratova za neovisnost. Zamijetimo ime dano tim institucijama: Nacionalne škole. Kako su se nacija i država pojavile u organizaciji nacionalnih škola? U članku se istražuje ovo pitanje analizom školskih kurikula i izvještaja rektora tijekom osnivanja Colegio nacional, u periodu između 1863. i 1890. godine

Historicising intervention: Strategy and synchronicity in British intervention 1815-50

Copyright @ 2013 British International Studies Association.This article identifies three key themes in British intervention for purposes of liberal reordering in the period 1815–50, namely the ‘opening-up’ of new market spaces (discussed in relation to Uruguay/the Argentine Confederation in the 1840s), a cosmopolitan humanitarianism evident in the campaign for the abolition of the Atlantic slave trade that ran throughout this period, and the political-ideological contest between constitutionalist and absolutist forces and represented here by intervention in the Iberian Peninsula in the late 1820s to1830s. In developing a strategic perspective upon military/naval intervention the analysis shows its utility to have been subordinate to more fundamental sociopolitical, cultural, and institutional determinants. With regard to understanding the outcomes of specific intervention the analysis shows the importance of systematically evaluating developments in the domestic political environments of both intervening and target state as well as the military campaign itself and the need for sufficient general alignment or synchronisation in the timeline of developments in each of these three domains. This model helps to explain that whilst liberal interventions are not necessarily bound to fail, they frequently prove more difficult, complex, and protracted than the interveners expect

‘Especial Outrage to Humanity and Civilisation’. The Atrocities of General Juan Manuel de Rosas and the Pursuit of Empathy

The Uruguayan Civil War (1839–1851), in which Brazil, France, Britain and the Argentine Confederation were involved, became an international conflict with humanitarian claims in favour of the besieged population of Montevideo with its prominent French community. General Juan Manuel de Rosas, governor of Buenos Aires with dictatorial powers, was allied against Montevideo, where many of his unitarian enemies had fled and where his regime was under attack through inflammatory newspapers and pamphlets. This chapter will examine the emotional strategies deployed by anti-Rosist dissidents in order to provoke a stronger involvement by France and Britain in support of Montevideo and the unitarians

Education in times of the Argentine Confederation

Este análisis indaga en dos facetas de la política educativa desarrollada bajo el gobierno de la Confederación Argentina en la década de 1850. Por un lado se recuperan rasgos del proyecto alberdiano, sus modulaciones al formularse el artículo quinto de la constitución de 1853, así como las notas introducidas por la reforma de 1860. Luego se estudian aspectos fiscales y educativos de ese gobierno. Con este propósito se atiende a legajos de órdenes de pago del Departamento de Justicia, Culto e Instrucción Pública durante el período comprendido entre 1856 y 1860.This paper searches two facets of the educational policy developed under the government of the Argentine Confederation in the 1850s. On one hand, traces of the Alberdian project are recovered, their modulations in the formulation of the fifth article of the constitution of 1853, as well as the notes introduced by the reform of 1860. Later we study fiscal and educational aspects of that government; the payment orders of the Department of Justicia, Culto e Instrucción Pública during the period between 1856 and 1860 are analyzed for that purpose.Fil: Bustamante Vismara, José Manuel Laureano. Universidad Nacional de Mar del Plata. Facultad de Humanidades. Departamento de Historia. Centro de Estudios Históricos; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata; Argentin

Education in times of the Argentine Confederation

Este análisis indaga en dos facetas de la política educativa desarrollada bajo el gobierno de la Confederación Argentina en la década de 1850. Por un lado se recuperan rasgos del proyecto alberdiano, sus modulaciones al formularse el artículo quinto de la Constitución de 1853, así como las notas introducidas por la reforma de 1860. Luego se estudian aspectos fiscales y educativos de ese gobierno. Con este propósito se atiende a legajos de órdenes de pago del Departamento de Justicia, Culto e Instrucción Pública durante el período comprendido entre 1856 y 1860.This paper searches two facets of the educational policy developed under the government of the Argentine Confederation in the 1850s. On one hand, traces of the Alberdian project are recovered, their modulations in the formulation of the fifth article of the constitution of 1853, as well as the notes introduced by the reform of 1860. Later we study fiscal and educational aspects of that government; the payment orders of the Department of Justicia, Culto e Instrucción Pública during the period between 1856 and 1860 are analyzed for that purpose.Facultad de Humanidades y Ciencias de la Educació

Urban Images of Solidarity: Fashioning Citizenship in Argentina

This book examines how the politics of dress has been incorporated in constructions of nationhood in both Asia and the Americas, and reveals how politicians and political regimes (including tribal, revolutionary, authoritarian, colonial, and democratic) manipulate sumptuary practices in order to create national identities, to legitimise hierarchies of power or to build personal political identities. In tackling these broad themes over two centuries, the editors and contributors grapple with gender politics; in particular, how men and women’s dress reflect their political and economic position in the nation-states.This collection of pioneering essays – the first volume in the Sussex Library of Asian Studies – explores the transnational nature of dress in a host of different locations and shows how changing dress codes have long been conversations between cultures. It brings the politics of dress into contemporary times and engages directly with the topical issues of dress legislation in the twenty-first century. Country case studies include: China, Philippines, Indonesia, Thailand, Burma, Japan, Mexico, Brazil, Peru, Native America, Latin America and Argentina.https://scholarworks.wm.edu/asbookchapters/1105/thumbnail.jp

Education in times of the Argentine Confederation

Este análisis indaga en dos facetas de la política educativa desarrollada bajo el gobierno de la Confederación Argentina en la década de 1850. Por un lado se recuperan rasgos del proyecto alberdiano, sus modulaciones al formularse el artículo quinto de la Constitución de 1853, así como las notas introducidas por la reforma de 1860. Luego se estudian aspectos fiscales y educativos de ese gobierno. Con este propósito se atiende a legajos de órdenes de pago del Departamento de Justicia, Culto e Instrucción Pública durante el período comprendido entre 1856 y 1860.This paper searches two facets of the educational policy developed under the government of the Argentine Confederation in the 1850s. On one hand, traces of the Alberdian project are recovered, their modulations in the formulation of the fifth article of the constitution of 1853, as well as the notes introduced by the reform of 1860. Later we study fiscal and educational aspects of that government; the payment orders of the Department of Justicia, Culto e Instrucción Pública during the period between 1856 and 1860 are analyzed for that purpose.Facultad de Humanidades y Ciencias de la Educació

Education in times of the Argentine Confederation

Este análisis indaga en dos facetas de la política educativa desarrollada bajo el gobierno de la Confederación Argentina en la década de 1850. Por un lado se recuperan rasgos del proyecto alberdiano, sus modulaciones al formularse el artículo quinto de la Constitución de 1853, así como las notas introducidas por la reforma de 1860. Luego se estudian aspectos fiscales y educativos de ese gobierno. Con este propósito se atiende a legajos de órdenes de pago del Departamento de Justicia, Culto e Instrucción Pública durante el período comprendido entre 1856 y 1860.This paper searches two facets of the educational policy developed under the government of the Argentine Confederation in the 1850s. On one hand, traces of the Alberdian project are recovered, their modulations in the formulation of the fifth article of the constitution of 1853, as well as the notes introduced by the reform of 1860. Later we study fiscal and educational aspects of that government; the payment orders of the Department of Justicia, Culto e Instrucción Pública during the period between 1856 and 1860 are analyzed for that purpose.Facultad de Humanidades y Ciencias de la Educació

Natural Disaster, Crime, and Narratives of Disorder: The 1861 Mendoza Earthquake and Argentina’s Ruptured Social and Political Faults

Social scientists studying natural disasters have generally found an absence of panic, a decrease in crime, and survivors working together to find basic necessities in the days and weeks after a catastrophe. By contrast, political and military authorities implement measures such as martial law to prevent chaos and lawlessness threatening private property. The media amplifies narratives of disorder, creating the perception of uncontrolled masses wantonly committing crimes in a disaster’s aftermath. Historians study natural disasters to view political, social, economic, and cultural structures stripped of their everyday veneer. The 1861 earthquake that destroyed the provincial capital of Mendoza in western Argentina provides an opportunity to examine narratives of disorder in newspapers and in survivor accounts that highlighted rampant looting and attributed these actions to rural peoples and the popular masses. Reports from the earthquake’s aftermath reflected the political conflicts between the hegemonic urban center of Buenos Aires and the interior provinces of Argentina, as well as the social divisions between urban elites and the lower classes. Judicial and criminal records from Mendoza, however, showed a decrease in crime after the earthquake, as well as rates of theft and robbery similar to those before the catastrophe, contradicting popular accounts of pervasive lawlessness