The (Im)Possibilities of an Ideal Education Reform. Discourses, Alliances and Construction of Alternatives of the Rosa Sensat Movement in Catalonia

Autor/inn/en	Parcerisa, Lluís; Collet-Sabé, Jordi; Villalobos, Cristóbal
Titel	The (Im)Possibilities of an Ideal Education Reform. Discourses, Alliances and Construction of Alternatives of the Rosa Sensat Movement in Catalonia
Quelle	In: Journal of Educational Administration and History, 55 (2023) 3, S.290-306 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parcerisa, Lluís) ORCID (Collet-Sabé, Jordi) ORCID (Villalobos, Cristóbal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2022.2153813
Schlagwörter	Educational Change; Educational History; Authoritarianism; Social Change; Democracy; Political Attitudes; Activism; Educational Administration; Administrative Organization; Public Schools; Institutional Characteristics; Foreign Countries; Romance Languages; Language of Instruction; Teacher Role; Government School Relationship; Spain + Suchen Sie Ihr Suchwort? Bildungsreform; History of education; Bildungsgeschichte; Autoritarismus; Sozialer Wandel; Demokratie; Political attitude; Politische Einstellung; Aktivismus; Politischer Protest; Bildungsverwaltung; Schuladministration; Schulverwaltung; Public school; Öffentliche Schule; Ausland; Romanische Sprache; Teaching language; Unterrichtssprache; Lehrerrolle; Spanien
Abstract	This article analyses the case of Rosa Sensat teachers' movement in Catalonia during the final years of Francoism and the transition to democracy in Spain (1965-1990). This movement was a key actor in education reform debates in that period. Based on the perspective of political process theory, the article focuses on the contextual, organisational and discursive dynamics that define the Rosa Sensat movement, and its role as a sociopolitical actor in three historical periods: (1) the moment of emergence, linked to the dissident schools (1965-1970); (2) the process of transition to democracy and educational decentralisation, marked by the difficulties in reforming public education (1970-1977); and (3) the post-transition period, marked by the new constitution, the integration of dissident schools into the public system (1978-1990) and the marginalisation of the movement. The conclusions highlight its influence and subsequent decline as a sociopolitical actor in education reform. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01