Publication: Desembarco en tierras papales: educadoras estadounidenses en España en el tránsito entre siglos (1877-1931)
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2012
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Abstract
El ahistoricismo de las mujeres (Rowbotham, 1980, pp.110-125) del tránsito entre los siglos XIX y XX fue tanto o más señalado en España que en las sociedades occidentales coetáneas. Sus opciones públicas, encarnadas en el acceso a la educación, el aprendizaje de profesiones y la actividad política a través del voto (Fagoaga, 1985), eran puramente testimoniales. ¿Cómo describir el contraste entre las débiles estructuras educativas, -católicas- para chicas en la España de fines de siglo XIX y las de los Estados Unidos antes y tras la guerra de Secesión, que admitían tanto la coeducación como la educación segregada en el marco de un cristianismo liberal, así como el acceso de las mujeres la formación laboral y a las universidades? En las páginas que siguen abordaremos el contraste de ambas experiencias históricas atendiendo especialmente a la acción misional estadounidense en España. En la última parte del trabajo se narra el encuentro del proyecto educador americano con las iniciativas nacionales de corte liberal, de cuya fusión es herencia la tradición educativa moderna en España. He optado por destacar el protagonismo de las educadoras en todo el proceso, quizá para incidir en la novedad de la formación de mujeres por mujeres, una tradición usual en el ámbito de las primeras letras en España pero no así en el de las enseñanzas medias y superior.
Being every woman between the XIXth and XXth century out of history, spanish ones were so much more non historic subjects than their western contemporary partners. Their public options, personified in the access to the education, the learning of professions and the political activity across the vote (Fagoaga, 1985), were purely nominal. How to describe the contrast between the weak educational structures - catholic - for girls in the Spain at the ends of 19th century, and those of the United States before and after the Civil War, that admitted both the coeducation and the education segregated in the frame of a liberal christianity, as well as the access of women to the labor formation and to the universities? In the pages of this paper I will approach the contrast of both historical experiences, attending specially to the action of Evangelical American Church in Spain. At the end of the text there is told about the meeting of the educational American project ant the national and liberal educational activities, from whose the inheritance of educational modern tradition in Spain was born. I have chosen to emphasize the personality of women educators in the whole process, probably to insist about the novelty of the women's formation for women, a usual tradition in the area of reading and writing teaching in Spain, but not in that of the college and university education.
Being every woman between the XIXth and XXth century out of history, spanish ones were so much more non historic subjects than their western contemporary partners. Their public options, personified in the access to the education, the learning of professions and the political activity across the vote (Fagoaga, 1985), were purely nominal. How to describe the contrast between the weak educational structures - catholic - for girls in the Spain at the ends of 19th century, and those of the United States before and after the Civil War, that admitted both the coeducation and the education segregated in the frame of a liberal christianity, as well as the access of women to the labor formation and to the universities? In the pages of this paper I will approach the contrast of both historical experiences, attending specially to the action of Evangelical American Church in Spain. At the end of the text there is told about the meeting of the educational American project ant the national and liberal educational activities, from whose the inheritance of educational modern tradition in Spain was born. I have chosen to emphasize the personality of women educators in the whole process, probably to insist about the novelty of the women's formation for women, a usual tradition in the area of reading and writing teaching in Spain, but not in that of the college and university education.
Description
Texto pre print. En Villacorta, F.: Modernización no democrática: Estado y actores sociales, Madrid, CSIC, 2012, (en prensa)
Keywords
Historia, España, EEUU, Educación, Mujeres, Iglesia Evangélica, F. Fliedner, Alice Gulick, Susan Huntington Vernon, Mount Holyoke, Siglos XIX-XX, María de Maeztu, Modernidad, Acción cultural, History, Spain, Education, Women, Evangelical Church, Modernity
Bibliographic citation
Huguet. M. Desembarco en tierras papales: educadoras estadounidenses en España en el tránsito entre siglos (1877-1931). 2012, 35 p.