Programme (provisional)
Wednesday, 3rdOctober 2018
Morning session
Welcome and materials collection
Official opening
Presentations/ Themed panel
Round table – Memoirs of the 68. Those who were in Paris and those who did not participate, but discovered it
Afternoon session
Plenary session– Bruno-Jofré, R.: Political and Social Contention in the Global Arena of the «Long 1960s»: Re-defining the Self, Morality, Justice, Race and Gender, and Questioning Education at the Intersection of Overlapping Movements
Presentations/ Themed panel
The long 68 in images. Exhibition of photographs and projection of short films, documentaries and movies
Thursday, 4thOctober 2018
Morning session
Presentations/ Themed panel
Plenary session– Markarian, V.: Uruguay, 1968. What can we learn from student unrest in periphery countries?
Presentations/ Themed panel
Afternoon session
Presentations/ Themed panel
Plenary session– Ferhat, I.: When education destabilizes politics? European social-democracies and ‘68 student movements
Presentations/ Themed panel
Workshop: Publications on the History of Education
Friday, 5thOctober 2018
Morning session
Presentations/ Themed panel
Plenary session– Groves, T.: The spirit of the 1960s and professional advocacy: the case of Spanish teachers
Presentations/ Themed panel
Close and certificate collection
Plenary conferences and keynote speakers
Ph.D. Rosa Bruno-Jofré
Political and Social Contention in the Global Arena of the «Long 1960s»: Re-defining the Self, Morality, Justice, Race and Gender, and Questioning Education at the Intersection of Overlapping Movements
Abstract
Historians nowadays use the «long 1960s», following the lead from Arthur Marwick, to refer to the period in contemporary history from the late 1950s to the mid 1970s that witnessed movements challenging the order of things, creating fractures that eventually led to a re-definition of the pillar ideas of Western society. In this paper, I will examine the configurational context framing the long 1960s. In the analysis, I will address historical overlapping «conjonctures» such as the religious crisis, pluralism, and secularism, and their intersection with the Second Vatican Council; the Cuban revolution and its impact in Latin America; the counterculture, ethical shifts, and emergence of flexible notions of the self; social and international student unrest evident beyond the events of May 1968 in Europe; rights movements and women’s movements; and emerging new relationships between epistemology, politics, and counterculture. I will conclude with a historical reference to the opening of pedagogical spaces in Latin America in the «long 1960s» and to education as a critical political tool inspired by and large by the work of Paulo Freire. The axes connecting overlapping «conjonctures» in a long moment of break were the questioning of external authority that went hand in hand with de-Christianization and changes in the churches; a new sense of justice and equality and tensions with individualism; and an implicit ethics of liberation that would acquire specific meanings in time and place, from the 1960s civil rights movement in the U.S., to extensive global labour and student action, to revolutionary utopias in Latin America. In the background was the shadow of the cold war. The scenario was global, though there were various ways of experiencing the momentum in space and time within the context of processes of intercrossing in practical and ideological terms.
About Rosa Bruno-Jofré
Professor and former Dean (2000-2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Arts and Science, at Queen’s University, Canada. Her areas of expertise are history of education, history of women religious, and educational theory from a historical perspective. Her research has been funded by the Social Sciences and Humanities Research Council of Canada. Over the past few years, she has worked with Jon Igelmo Zaldívar to analyse the life and work o Ivan Illich. Her recent authored and co-authored articles have appeared in Educational Theory, Hispania Sacra, Paedagogica Historica, Journal of Ecclesiastical History (Cambridge), American Catholic Review, Historical Studies (Canadian Catholic Historical Association), Bordon, Bildungs-geschichte, among others. She has authored and edited books, independently and with colleagues, published by McGill-Queen’s University Press, University of Toronto Press, Routledge, and Wilfrid Laurier University Press. She has researched the long 1960s in relation to Vatican II, changes in women congregations and their international work, the emergence of the popular education movement in Latin America using a contextualist approach.
More information in: https://queensu.academia.edu/RosaBrunoJofre/Profile
Ph.D. Ismail Ferhat
When education destabilizes politics? European social-democracies and ‘68 student movements
Abstract
This communication aims at studying the impact of ‘68 students rebellion across Western Europe on social-democrats, a major political force in this region (and defined here as the parties belonging to the Socialist International, refounded in 1951). Students movements, often with other ‘new social movements’ (feminists, minorities, greens), have deeply reshapped political and cultural history of Western democratic Europe since the ‘long sixties’. They also originated from a fierce denunciation of universities and school systems. Intellectually helped by the rise of critical studies in education, they have denunced them as being both oppressive and alienating. By developing such criticisms, students movements, from Italy to England, from Germany to France, have shaken the post-war agenda on education which was precisely a cornerstone for social-democrats. They had indeed traditionnaly given a key attention to this field of public policy. Their agenda emphazised the positive role of knowledge for societies as for individuals. How this political current has reacted to the rejection of traditional school institutions fuelled by students movements of ‘68? This communication will present firstly the post-war social-democratic positions on education – which were not immune from ambiguities and national differences. Secondly, it will study the radical rejection of this agenda opened by students movements in the late sixties. Thirdly, it will study how Western european social-democrats dealed with the consequences of such criticisms during and after ’68 students rebellion.
About Ismail Ferhat
Assistant professor in History of Education at University of Picardie, Teachers Training Department (city of Amiens, France). He has been before a Research fellow at the School of European studies, Cardiff University (Great Britain, 2008-2009). He holds a Ph.D. in history (Sciences Po Paris, 2013), a Master in Political theory and history (Sciences Po Paris, 2005), and a BA in political science (Sciences Po, Boredaux, 2003). His Ph.D. dissertation in history (Sciences Po Paris, 2013) studies the interactions between socialists and teachers unions in contemporary France. His current researches includes the interaction on social-democracy and schools, in Western Europe since 1945. They focus on the strong relationship European socialists have established between the issue of education and teachers, and study how this link has progressively been weakened since the 1990s.
More information in:
https://www.u-picardie.fr/m-ismail-ferhat–396360.kjsp
Ph.D. Tamar Groves
The spirit of the 1960s and professional advocacy: the case of Spanish teachers
Abstract
Students eventually finish their degrees and are incorporated in the labour market. The impact of ex-activists of student movements on their workplace is a relatively unknown aspect of student mobilization. In my talk I will attempt to explore how do the exciting university years and the experience acquired in collective actions and protest are introduced in professional spheres. I will use the case of Spanish teachers to see how the spirit of the 1960s influenced professional mobilization in the Spanish Education system in the 1970s and 1980s. The Franco regime’s education policies have gone through many stages from the early days of the dictatorship in the 1940s until the transition to democracy in the 1970s. Nevertheless, on the discursive level teachers were always portrayed as significant social actors, that could serve the political projects of the state. In the 1940s and 1950s they were presented as missionaries serving god and the Spanish nation and in the 1960s and 1970s, due to the modernization process taken on by the regime, they were gradually encouraged to assume the role of qualified professionals contributing to the economic recovery of Spain. From the late 1960s this official discourse clashed with an alternative teachers’ professional identity forged around concepts such as social justice, speaking up on behalf of weaker groups and teachers responsibility of improving educational services. I will try to show how the emergence of professional advocacy among teachers was inspired, at least partly, by their experiences as students.
About Tamar Groves
Senior lecturer at the Education Science Department, Faculty of Teachers’ Training, University of Extremadura (Caceres, Spain). In the last five years she has published six books in Spanish and International Publishing Houses, among them Routledge and Palgrave Macmillan. She also published in leading journals such as European History Quarterly, Journal of Social History, History of Education, Paedagogica Historica: International Journal of the History of Education, European Journal of Higher Education. Her main research interests arefocused on: Political and Social History of Education in Contemporary Spain, Teachers’ Training, Pedagogical Innovation, Higher Education in Europe, Educational Transfer, Citizenship and Education and Women and University.
More information in: https://www.researchgate.net/profile/Tamar_Groves
Ph.D. Vania Markarian
Uruguay, 1968. What can we learn from student unrest in periphery countries?
Abstract
Uruguay, together with Brazil and Mexico, was the site of Latin America’s largest and longest protest movements of 1968. Not surprisingly, however, this small South American country has been overlooked in accounts of the «global sixties.» In this paper, I address this lack of attention by closely examining the demonstrations staged by high school and university students in the streets of Montevideo during that year. I argue that this case study can contribute to three areas in the analysis of politics and social movements in periphery countries. First, the students’ rapid and widespread shift toward violent repertoires of political contention (prior to their mass incorporation into leftist groups) indicates that violence was more a dynamic catalyst of political innovation than the result of ideological radicalization. Second, this process questions the sharp analytical distinction between «old» and «new» leftist organizations, since most activists staged similar disruptive events, often through their appropriation of youth cultural practices originating in Europe and the United States. Finally, the unfolding of contentious politics leading up to the establishment of an authoritarian regime in the early 1970s emphasizes the importance of particular cycles of protest as unique opportunities for collective actors to bring about accelerated social change (and fail in the attempt).
About Vania Markarian
Professor Vania Markarian is from Uruguay. She received her BA from the Universidad de la República (Montevideo, Uruguay) in 1996. In 2003, she completed her PhD at Columbia University. Afterwards, she spent a semester as a post-doctoral fellow at the International Center for Advanced Studies (New York University) and taught at Queens College (City University of New York). She moved back to Montevideo in 2004 and currently works at the Universidad de la República. She was a visiting professor and research fellow at Princeton University in 2008 and a Tinker Fellow and visiting professor at Columbia University in 2013. She has several books on the history of the Cold War in Latin America both in English and Spanish and has also published in academic journals such as The Americas, EIAL, and Secuencia. Her latest book is El 68 uruguayo: El movimiento estudiantil entre molotovs y música beat (Buenos Aires: Universidad Nacional de Quilmes, 2012), also published in English as Uruguay, 1968: Student Activism from Global Counterculture to Molotov Cocktails (Oakland, CA: University of California Press, 2016).
More information in: https://buscadores.anii.org.uy/buscador_cvuy/exportador/ExportarPdf?hash=4567816921459f5d7536e3c9497f6df7
