Rivista di Storia dell’Educazione https://rivistadistoriadelleducazione.it/index.php/rse <p><strong>Journal of History of Education&nbsp;<em>RSE&nbsp;</em></strong><em>&nbsp;</em>is an international, peer-reviewed and open-access&nbsp;<em>journal</em>&nbsp;focused on the global significance and impact of&nbsp;<em>history of education</em>. It covers all the theoretical and practical aspects of the&nbsp;<em>history of education,</em>&nbsp;as well as scholarship and applied research. It is the official journal of CIRSE (Italian Center for History of Education), the field’s leading scientific society in Italy, and has been published since 2014 (since 1982 with another title).</p> <p>The journal is biannual and publishes both special and miscellaneous issues. It encourages submissions from a range of intersecting sub-fields in intellectual, social, political, economic, and cultural history including (but not limited to): sociology of knowledge, history of childhood and youth, public and urban history, &nbsp;cultural and comparative history, history of ideas, history of emotions.</p> en-US <ul> <li class="show">Copyright on any open access article in RSE published by FUP is retained by the author(s).</li> <li class="show">Authors grant FUP a license to publish the article and identify itself as the original publisher.</li> <li class="show">Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.</li> <li class="show">The <a class="is-external" href="http://creativecommons.org/licenses/by/4.0" target="_blank" rel="noopener">Creative Commons Attribution License 4.0</a> formalizes these and other terms and conditions of publishing articles.</li> <li class="show">In accordance with our Open Data policy, the <a class="is-external" href="http://creativecommons.org/publicdomain/zero/1.0/" target="_blank" rel="noopener">Creative Commons CC0 1.0 Public Domain Dedication waiver</a>applies to all published data in RSE open access articles.</li> </ul> <h4>&nbsp;</h4> pietro.causarano@unifi.it (Pietro Causarano) alessandro.pierno@unifi.it (Alessandro Pierno) Thu, 09 Jul 2020 16:19:57 +0000 OJS http://blogs.law.harvard.edu/tech/rss 60 Foreword https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9389 <p>The Journal of History of Education (RSE) has been published by the ETS from 2017 until now. Over that time, RSE became a premier vehicle for the publication of original and high-quality history of education research. With this issue, we embark on a new venture as publication moves from the ETS Press to Firenze University Press (FUP).</p> <p>There is always room for improvement. In the last year Cirse initiated a publisher-renewal search for RSE. <br>Many publishers submitted detailed proposals, and after a rigorous competition, Firenze University Press was chosen as the new publisher.&nbsp;So this is the first issue published.</p> <p>We welcome FUP to our great family.</p> Fulvio De Giorgi Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9389 Thu, 09 Jul 2020 13:07:34 +0000 Charlotte Brontë and Jane Eyre: the beginning of an emancipatory process between literary girls and real girls https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9390 <p class="p1">Giving a right place to literature for children in the context of general literature means to recognizing its roots and influences in a wider landscape. Charlotte Brontë work inserted in this context has a double meaning both because it links adult and child female characters (The italian society of literates has defined them «personagge»), and because it brings us back to the roots of a literature written by women with female protagonists able to undermine the socially approved traditional rules. Recovering Jane Eyre is the first step to be taken to trace a new way of writing about women and telling about “the becoming” of women, delineating a parallel path to bildungsroman, in which the feminine youth has not found full consideration. To define an itinerary for women and girls it is then necessary to analyze the studies of feminist literary criticism that has investigated the relationship between women and literature since 70s, both from the writer’s and reader’s point of view. The objective thus becomes the one to recover the history of that link that unites the presence of women and girls in literature and their search for an autonomous space of imagination, thought and action. Inserting Jane Eyre in the children’s literature allows us to trace the birth of the authentic female child, and the beginning of an emancipatory process that poses important questions about the role of reading and literature in social and educational contexts.</p> Marianna Alfonsi Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9390 Thu, 09 Jul 2020 13:08:27 +0000 Two pioneering studies on disability in popular culture and children’s literature https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9391 <p class="p1">One of the first authors to have dealt with disability issues in the Italian context, from a perspective centred on the imaginary, popular culture and literature was the French René-Claude Lachal (1938-2003). Some of his texts are still unknown and still represent significant analysis on this subject.</p> Matteo Schianchi Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9391 Thu, 09 Jul 2020 13:09:09 +0000 «She’s leaving home, bye bye». The Sixties, the Birth of the Teenagers and a New Generational Narration https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9392 <p class="p1"><span class="s1">The article proposes a reading and interpretation of the generational conflict of the Sixties using rock music as its main source of investigation. Being halfway between mass consumption product and cultural product, the pop music of the time has significantly defined one of the generational narrations of the baby boomers, the counter-cultural one, which has become a generational myth, strong enough to darken other parallel narrations and annihilate those of the following generation. The lyrics of the songs, the musical scenes, the youth subcultures that sprung from them are analysed in their constant exchange with the youth of the time in the United Kingdom and in the United States. We can read in them the rapid changes that took a significant part of a generation from an empty aesthetic, according to the detractors, to the strong social and political commitment, imposing its will to emerge and to change the social patterns and first of all the bonds of the family defined in the first half of the twentieth century.</span></p> Federico Piseri Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9392 Thu, 09 Jul 2020 13:09:54 +0000 The first schoolbook for the Ladin schools: historical background and didactic description https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9393 <p class="p1">This article presents the first known schoolbook printed especially for the elementary schools in the Badia valley (Ladinia, South Tyrol). It is a bilingual textbook for the parallel teaching of the languages Italian and German, realized at the end of the 19<sup>th</sup> century, printed in two volumes in 1906 and 1907. Above all, the article examines the historical context, in which the book was born, deepening the so-called «Enneberger Schulstreit», the virulent conflict between 1870 and 1895 regarding the use and teaching of languages in the schools of the Badia valley. Then the two authors, the teachers Peter Detomaso and Remigio Antoniolli, are presented. The central part of the article consists in a comparison of the «Ladin» book with the declared model of the work, the «Metodo pratico» of Giovanni Dolinar. Linguistic aspects (e.g.: grammar, spelling, characters/writing types, readings, writing compositions) and didactic aspects (e.g.: aims and objectives, suggestions for the teacher, proposed didactic methodologies), as well as contents (e.g.: religious texts, civics texts and historical, geographical, scientific texts) and the global structure of the book, are studied in depth.</p> Jasmine Annette Dorigo Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9393 Thu, 09 Jul 2020 13:10:40 +0000 Mass alphabetization in Sicily after the Unit. Testimonies from the Archive of State of Catania (1861-66) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9394 <p class="p1">This work, part of a broader project on “Literacy and Development in Southern Italy from Italian Unification to the Giolittian Era (1861-1914)”, analyzes, through the sources of the State Archives of Catania, the connection between the processes of modernization and literacy in the South, during the first years after the extension of the Casati Law, looking at the modalities, effectiveness and effective fulfillment of schools institution, by the Catania hinterland Municipalities, as a primary element of economic and social progression of the territory. At the same time, particular attention is given to the role of local ecclesiastical institutions in primary education.</p> Giusy Denaro Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9394 Thu, 09 Jul 2020 13:11:25 +0000 Training mothers: feminine vocational education in Italy during Fascism https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9395 <p class="p1">Throughout the XX century, the term “feminine vocational education” changed its meaning several times. Were the vocational feminine schools aimed at training skilled industrial workers or at educating perspective high-ranked housewives? This paper aims at answering at this question. For such a pursue, it investigates national and local sources and it analyzes how the field changed during the first ten years Fascism ruled Italy. All the vocational schools were struck by a radical reform and by the efforts the Minister of National Education Giuseppe Belluzzo made for rationalize the field. In such a context, curricula taught in feminine vocational schools changed: more time was devoted to domestic economy and to subjects like literature and foreign languages. As the latter were traditionally included in women’ curricula since XIX century, the issue highlights a relevant links between liberal and fascistic educational policies. However, the increasing role domestic education played shows the regime designed vocational feminine schools not for training skilled industrial workers, but for educating mothers. During Fascism, women workers were called to unskilled and low-paid roles for which no training was need; however, lacks in welfare state and economic crisis made the Regime pursue mothers to work hard for saving money and for elevating people’s living standard.</p> Chiara Martinelli Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9395 Thu, 09 Jul 2020 13:12:11 +0000 The importance of the orders of intellection and of the orders of reflection in Rosmini’s pedagogy: historical-cultural analysis of a void of critical literature https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9396 <p class="p1">In the cultural history of the reception and interpretation of the pedagogical thought (in a political-juridical-theological key) of Rosmini, critical literature is almost completely lacking on a far from negligible topic, as is the relationship and the mutual reference between the rise of the orders of reflection of conscience, the first of which also coincides with natural rights, and the deriving of the other human rights inferred from them. Furthermore, Rosmini’s educational proposal from and on the topic is directly connected with his analysis of this mutual reference. In all respects, the genesis of the lack of focus of critics of this supporting structure seems to be attributed to the undue overlap and/or lack of distinction between (the orders of) intellection and (the orders of) reflection. The article aims to bring to light the centrality, in Rosmini’s thought, of conscience and human rights, both arising from the orders of reflection and their dynamics, conceived, in particular, in correlation with the orders of intellection. Moreover, it aims at indicating the terms in which critics have even marginally addressed them, in order to propose some etiological hypotheses that explain this oblivion and void of the critics itself, as well as suggesting concrete historical-educational paths of research aimed at remedying this lacuna.</p> Fernando Bellelli Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9396 Thu, 09 Jul 2020 13:12:53 +0000 Building national identity in opposition to otherness in liberal Age. Racial prejudices in trademark images in Central State Archives https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9397 <p class="p1">The paper analyses the origins of Italian national identity in opposition to the «otherness» of the African peoples subject to colonization between the end of the 19<sup>th</sup> century and the 1920s. The paper takes into consideration background studies in the history of pedagogy, among which, Gabrielli (2013, 2015) and colonial studies as Del Boca (1988) and Labanca (2002) in order to investigate the development of racial stereotypes outside the school. Racial stereotyping increased in advertising and emerged in trademark images of Italian companies so that it influenced the idea of otherness between 1890 – i.e. the conquest of Eritrea – and 1922 – i.e. the advent of Fascism.</p> Domenico Francesco Antonio Elia Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9397 Thu, 09 Jul 2020 13:13:32 +0000 The wounded school. Framing race pedagogies through INDIRE digital collections https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9398 <p class="p1">Contemporary challenges in school and society, against any form of racism, refer to the urgency and the pedagogical potential of “memories” as a cultural heritage and as an “educational experience” to be exposed as educators and to which the school itself should be exposed. Moving up from the Indire Archive studies on racial laws, the present proposal intends to investigate the relationship between school and fascism from a perspective that aims to grasp the elements of resistance and metamorphosis, by tracing the possible didactic implications of a digitized historical heritage. Nevertheless, the scarring of racial laws becomes an opportunity for reflection and transformation, where the archive offers itself as a chance to build narratives-bridge with the future. The sources, which the contribution proposes as a documentary apparatus, come from the Indire historical archive, from which the project documented by an exhibition with materials dating back to the National Educational Exhibition of 1925 was developed. The systematic analysis of school materials is presented here following the results of cataloging, returning markedly ideological elaborations in languages, as then reflected in the contents, of a pedagogy gradually eroded in its role of development in favor of indoctrination.</p> Pamela Giorgi, Elena Mazzini, Patrizia Garista Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9398 Thu, 09 Jul 2020 13:14:12 +0000 Neorealism in the work of Gianni Rodari. Reflections 100 years after the birth of the author https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9399 <p class="p1">Within the influence of Gramsci’s pedagogical model in the work of Gianni Rodari, this article examines the novel <em>Piccoli vagabondi</em> (Small vagabonds) (1952-1953), a unicum in the author’s production of <em>Grammatica della fantasia </em>(The Grammar of Fantasy), as it is characterized by neorealistic themes and by a communicative style that uses “proletarian” rhetoric, progressive vision and utopian elements. After mentioning the national issue of the non-existence of children’s literature (which Gramsci mentions in his essays on popular literature) and the neorealistic traits present in Rodari, the paper enters more directly into the merit of the neorealist novel, which presents itself as a document of the pedagogical effort (even contradictory) made by the <em>Partito Comunista Italiano</em> (Italian Communist Party) in the political climate of the “cold war” and as a testimony to the origin of the author’s search to reconcile realism with fantasy, dream and invention.</p> Stefania Carioli Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9399 Thu, 09 Jul 2020 13:14:55 +0000 Whoʼs afraid of comics? When Gianni Rodari was the ‘devil’ and when he ‘desecrated’ childhood https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9400 <p class="p1">In order to understand Gianni Rodari<span class="s1"><em>ʼ</em></span>s originality one must retrace his biography and his work, and take into account that he was proudly a factious man, a politically committed journalist and an expression of primordial Italian post-war left-wing culture. An essential ingredient of his poetry is, therefore, that civil passion that always inspired him. Due to such ‘passion<span class="s1"><em>ʼ</em></span> that appears clearly in the first phase of his production, his work was initially opposed by conservatives, clerics and the left-wing party itself. It was the 1950s ‘quando Rodari era il diavolo<span class="s1"><em>ʼ</em></span> and even comic strips were considered misguiding and immoral from the point of view of the Communist leaders, as well as the Pope and the Democrats. Rodari tried to change that and, countering Nilde Jotti and Palmiro Togliatti, claimed that comics had the power to conquer a new expressive autonomy useful for spreading progressive ideas among the masses.</p> Angela Articoni Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9400 Thu, 09 Jul 2020 13:15:44 +0000 Renato Foschi, Erica Moretti, Paola Trabalzini (a cura di), Il destino di Maria Montessori. Promozioni, rielaborazioni, censure, opposizioni al Metodo https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9401 Carmen Betti Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9401 Thu, 09 Jul 2020 13:16:41 +0000 Matteo Morandi, Bambini per un anno. Immagini d’infanzia a Cremona fra Ottocento e Novecento https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9402 Antonia Criscenti Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9402 Thu, 09 Jul 2020 13:17:45 +0000 Paolo Alfieri (a cura di), Immagini dei nostri maestri. Memorie di scuola nel cinema e nella televisione dell’Italia repubblicana https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9403 Giusy Denaro Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9403 Thu, 09 Jul 2020 13:18:26 +0000 Ellen Key, Il secolo del bambino. Nuova ediziona a cura di Tiziana Pironi e Luisa Ceccarelli https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9404 Sandra Francini Copyright (c) https://rivistadistoriadelleducazione.it/index.php/rse/article/view/9404 Thu, 09 Jul 2020 13:18:59 +0000