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Civic education and visions of war and peace in the Spanish transition to democracy

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dc.contributor.authorMahamud Angulo, Kira
dc.contributor.authorGroves, tamar
dc.contributor.authorMilito Barone, Cristina Cecilia
dc.contributor.authorHernández Laina, M. Yovana
dc.date.accessioned2025-08-29T09:44:07Z
dc.date.available2025-08-29T09:44:07Z
dc.date.issued2016-03-15
dc.descriptionThis is the accepted manuscript of the article. The registered version was first published in Paedagogica Historica, 52(1–2), 169–187, is available online at the publisher's website: https://doi.org/10.1080/00309230.2015.1133677
dc.descriptionEste es el manuscrito aceptado del artículo. La versión registrada fue publicada por primera vez en Paedagogica Historica, 52(1–2), 169–187, está disponible en línea en el sitio web del editor: https://doi.org/10.1080/00309230.2015.1133677
dc.description.abstractThis article explores visions of war and peace in the education system during the Spanish transition to democracy. During those years, the Spanish state was faced with the challenge of leaving its authoritarian political past behind and forging a democratic civic culture. As the concepts of war and peace are inextricably linked to those of state and citizenship, they are a useful tool with which to examine changes in civic education. A wide variety of educational sources has been explored, with particular attention to the emotional nature of the depiction of both war and peace. This study reveals two opposing styles. The official discourse demonstrated a factual treatment of war and a tendency to concentrate on international bodies and their actions, when it came to fomenting peace. The treatment of peace in the circles of teachers’ local initiatives was different. First, peace was defined not only as the absence of war but also in terms of social equality and solidarity. Second, there was a conscious effort to get the students involved in opposing war, reinforced by emotionally charged messages regarding its horrors.en
dc.description.provenanceMade available in DSpace on 2025-08-29T09:44:07Z (GMT). No. of bitstreams: 1 YOVANA HERNANDEZ LAINA_Civic education and visions.pdf: 701218 bytes, checksum: a12f78d4c9fd79915bba6d478d2e3307 (MD5) Previous issue date: 2016-03-15en
dc.description.versionversión final
dc.identifier.citationMahamud, K., Groves, T., Milito, C. y Hernández-Laina, Y. (2016). Civic education and visions of war and peace in the Spanish transition to democracy. Paedagogica Historica, Special Issue: ISCHE 36 (London): Education, War and Peace 52(1-2), 169-187. DOI: https://doi.org/10.1080/00309230.2015.1133677
dc.identifier.doihttps://doi.org/10.1080/00309230.2015.1133677
dc.identifier.issn0030-9230 | eISSN 1477-674X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29954
dc.journal.issue1-2
dc.journal.titlePaedagogica Historica: International Journal of the History of Education
dc.journal.volume52
dc.language.isoen
dc.page.final187
dc.page.initial169
dc.publisherTaylor & Francis
dc.relation.centerFacultad de Educación
dc.relation.departmentHistoria de la Educación y Educación Comparada
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/deed.es
dc.subject58 Pedagogía
dc.subject55 Historia
dc.subject.keywordsSpanish transition to democracyen
dc.subject.keywordswar and peaceen
dc.subject.keywordstextbooksen
dc.subject.keywordsprogressive educationen
dc.titleCivic education and visions of war and peace in the Spanish transition to democracyen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication36188b04-b3ac-4d65-83cb-b048ea4d64b9
relation.isAuthorOfPublicationd0493812-3401-4051-a0ec-31753decc742
relation.isAuthorOfPublication.latestForDiscovery36188b04-b3ac-4d65-83cb-b048ea4d64b9
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