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After their government's 1933 withdrawal from the League of Nations, Japanese internationalists searched for new ways to engage with the world or struggled to accommodate their advocacy of international cooperation to the realities of the wartime empire. The idea of international morality was central to this effort. Ethics textbooks, which presented ideals of international behaviour, provide a particular view of this intellectual and policy endeavour of the 1930s and early 1940s, showing how the concept of morality became a means to reconcile internationalism with imperialism and war. Echoing many of the ideas current in both public discussion and behind-closed-doors decision-making on foreign policy at the time, textbook authors and other educators contributed to a broader redefinition of internationalism that enabled it to persist through a period of imperialism and war. [ABSTRACT FROM AUTHOR]

With Italy's entry into the Second World War, Anglo-Egyptian authorities repatriated Italian diplomats from Egypt, arrested around 5,000 Italians, and sequestered both personal and business accounts. Italian institutions were indefinitely closed, including the Italian state schools. Hope for a future in Egypt among the roughly 60,000 Italian residents faded. The Salesian missionary schools, whose goal since the late nineteenth century had been to inculcate nationalist-religious sentiment in Italy's emigrants, remained the only active Italian educational institution by claiming Vatican protection. As such, the missionary schools assumed a central role in the lives of many young Italians. After the war, these same young Italians began to depart Egypt en masse, in part driven by the possibilities opened up by their vocational training. Building on diplomatic, institutional and private archives, this article demonstrates how the Salesian missionary schools attempted and failed to integrate Italian immigrants into the Egyptian labour force through vocational training. This failure combined with socio-economic and geopolitical changes to propel Italian departures from Egypt, making emigrants out of immigrants. [ABSTRACT FROM AUTHOR]

This article analyzes national loyalty and identification by examining the language exams administered to minority public officials in Romania in 1934 and 1935. The exams aimed at testing officials' knowledge of the state language, but given the broader political context they were more than a survey of linguistic skills. Examinees were singled out as non-Romanian and subjected to an additional requirement not demanded from their ethnic Romanian colleagues, interpreting the use of the official language as a sign of loyalty. Drawing upon theories of loyalty as a historical concept, the paper analyzes how the particular situation of minority public officials was reflected in these texts and how they created a specific identification for themselves, composed of important elements of their minority ethnicity but also expressing their identification with the state and its modernizing goals as members of a unified, professional public body. The language exams signaled the emergence of a specific category of minority public servants who were part of both the minority group and the middle-class functionaries of the Romanian state. Nationalist public discourse on both sides--Romanian and minority--have denied and erased the history of these hybrid loyalties and identities, but the languages exams help us to recover them. [ABSTRACT FROM AUTHOR]

This article examines two cases of folklorization led by teachers in Peru between 1939 and 1971, and characterized by the participation of the indigenous and mestizo subjects whose local cultures were transformed into folklore. These cases show teachers as active agents of cultural change in Andean schools, who were responding to de-Indianization by promoting a serrano (pertaining to the Sierra) regional identity among their students. In this fashion, teachers were reinventing "local traditions" to produce a new popular identity based on a common regional bond, through which indigenous and mestizo populations could negotiate new waves of cultural interaction with modernity and national society. The first case analyzes the projects of José María Arguedas and Emilio Barrantes to bring local folklore to the school curriculum and to promote an Andean popular culture. The second case explores school folklore competitions organized autonomously by provincial teachers, in which traditional dances were folklorized and turned into a popular spectacle. While framing both folklorization cases within the study of teachers as local intellectuals, the article also highlights the importance of a magisterial culture in Peru that, drawing from the progressive education movement, viewed teachers as agents of sociocultural change and nationalism. [ABSTRACT FROM AUTHOR]

For decades Brazil has consistently presented poor educational outcomes compared to its Latin American neighbors. The literature suggests that elite-biased policies might be a cause of this lag. This article presents further evidence that educational policies pursued by Brazilian federal governments were elite biased in the period 1930–1964. Although primary schooling was the responsibility of state governments, a significant amount of tax revenues were in the hands of the federal government. Therefore, federal policies were important determinants of educational outcomes at all school levels. Evidence collected in speeches and in educational finance data show that Brazilian education policies tended to give little importance to primary education. In particular, the article shows that under the governments of Getúlio Vargas and Juscelino Kubitschek, those most committed to the strategy of import substitution industrialization, education policies favored tertiary education for the elites at the expense of primary education for the masses. [ABSTRACT FROM AUTHOR]

The article presents the results of narrative analysis of contemporary European history textbooks’ coverage of the 1917 Russian Revolution. The sample consists of 101 textbooks from 22 European states, published between 2000 and 2015 and currently in use in secondary and high schools. The results show that the Russian Revolution, unlike most other events in Russia's history, is narrated as a story not about Russianness, but about shared European historical experiences and social issues. The article discusses the implications of this way of narrating the Russian Revolution for the perceived logic of European history. [ABSTRACT FROM PUBLISHER]

In October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy. [ABSTRACT FROM AUTHOR]

This article analyzes how the Armed Forces of Argentina used education during the country's last military dictatorship to consolidate their views on politics and society by the molding of future generations. Principal attention is given to changes in the teaching of national history and more specifically in the teaching of contemporary history in Argentine schools. The study of these changes enables reflections about how the dictatorial regime promoted the country's moral and educational reorganization as an essential part of the tools it deployed. [ABSTRACT FROM AUTHOR]

On the morning of 24 June 1932 the ‘People's Party’, a small group of civil and military bureaucrats, toppled the Thai absolute monarchy and introduced constitutional democracy. This article discusses the establishment of democracy as an endeavour in ‘democratic paternalism,’ by which is meant the Party's attempt to establish a new moral and intellectual leadership that had as its main goal the creation of a depoliticized democratic citizenry. To implement their programme for democracy, the Party embarked on an ambitious plan to modernize education and explain popular sovereignty through countrywide lectures and radio programmes. The democratic paternalist effort had mixed results. State weakness limited the reach of the educational and propaganda campaigns, and further the ‘people’ in whose name the revolution was staged, constituted two different groups: a largely illiterate peasantry and a small, incipient new intelligentsia. Because of its limited capacity, the People's Party tasked the second group with assisting in democratic mentorship of the masses, but many in this second category of people had a broader conception of democracy than the Party's ‘top-down’ model and criticized the Party for its paternalist constraints on popular sovereignty. Democratic paternalism and frustration with the limits imposed on popular democracy are two central aspects of this period of history that have endured in Thai society. [ABSTRACT FROM PUBLISHER]

This article examines the activism of militant Catholic African students in France in the 1950s. Largely left out of the historiography of the period, they developed a unique perspective on Africa's future, informed by their dual (and often fraught) identity as Africans and Catholics. They undertook a strident campaign to convince French Catholics and the Church hierarchy of the necessity of decolonization, trying to change the Church from the inside. [ABSTRACT FROM PUBLISHER]

Negative shocks to childhood health can have a lasting impact on the economic success of an individual by altering families' schooling investment decisions. This article introduces a new dataset of brothers serving in World War II and uses it to demonstrate that improvements in childhood health led to substantial increases in educational attainment in the first one-half of the twentieth century. By exploiting variation in health within families, the data show that this relationship between childhood health and educational attainment holds even after controlling for both observed and unobserved household and environmental characteristics. [ABSTRACT FROM PUBLISHER]

The formative influence of colonial art education on modern art movements in Africa has not attracted a great deal of scholarly attention. Yet, European art teachers in the Gold Coast challenged colonial prejudice that Africans were incapable of mastering European aesthetic forms. This article analyses the art education provided at the Teacher Training College at Achimota School where pupils learned both to revalue African art forms and to draw and paint in European, representational art styles. Modern artists built on and reshaped what they had learned at Achimota in order to respond to changing social and political conditions. The last section of this article explores the impact of colonial art education on the work of two of the earliest modern artists in Ghana: Kofi Antubam and Vincent Kofi. [ABSTRACT FROM PUBLISHER]

Studies on the presidency of Lázaro Cárdenas (1934–40) have tended to emphasise popular support for the Cardenista regime while underestimating the domestic opposition to the president. The story of Enrique Rodríguez (‘El Tallarín’), a former Zapatista militant from the state of Morelos, reveals the breadth and complexity of the opposition to Cárdenas. The rebellion led by Rodríguez from 1934 to 1938 forced Cárdenas to renegotiate the terms of Zapatista loyalty to the federal government in order to secure peace in Morelos and represented a broad critique of the post-revolutionary state's advancement during the 1930s. Rodríguez stood as a defender of agrarian self-reliance, traditional chieftainship and pueblo religious liberty. [ABSTRACT FROM PUBLISHER]

This contribution looks into nationalization and education in European borderlands in the early post-World War II period. Belonging to Belgium and Poland, respectively, in the interwar years, the Eupen–St. Vith–Malmedy and the East-Upper Silesia regions came under German rule during World War II. Returned to the Belgian and Polish nation-states once the war was over, the regions experienced a pronounced upheaval in the population profile as a result of population transfers and reorientations in education curricula. The aim of these measures was to guarantee the national reliability of borderland inhabitants, with a special role being designated for teachers, who were perceived as crucial in the raising of children as national citizens imbued with certain core values. This contribution compares the methods employed by the authorities in selecting educational personnel for their borderlands, the nationalizing role teachers were to play and the way teachers gave meaning to their professional practices. [ABSTRACT FROM AUTHOR]

From the turn of the century up until the 1930s, public education under Dutch rule in Indonesia developed both quantitatively and qualitatively, but this expansion was interrupted, and even reversed, by the onset of the Great Depression. Focusing on schoolteachers in particular, this essay examines the trajectory of education policies in colonial Indonesia in response to the crisis, from the initial measures, to partial recovery in the mid-1930s, up to the Japanese invasion of 1942. The crisis ushered in the policy of indigenisation, which saw large-scale education reorganisation, including the substitution of European teachers with much lower paid Indonesians. Indigenisation was also a political response to the spreading of nationalist ideals through the growing number of independent schools run by Taman Siswa and the Muhammadiyah. Hence, the intention was also to transform Indonesian teachers into cultural agents who would propagate a government-formulated concept of cultural identity among their own community. However, indigenisation contributed to the gradual delegitimisation of colonial authority through the exodus of well-educated Indonesians who had been intended as docile imperial subjects. [ABSTRACT FROM PUBLISHER]

This article studies a sample of administrative processes carried out against teachers during Juan Perón's regime. The analysis aims to describe the impact of the arrival of Perón on the educational field. Exploring the practice of denunciation, the article shows that the emergence of Peronism created a great level of conflict among teachers, which contradicts the image that the government constructed teachers as allies in the symbolic campaign in favor of Perón himself. The specific discussion of education allows us to see how citizens participated in different and heterodox ways in the construction of the Peronist hegemony. At the same time, it shows how Peronism created both new tensions and cohesion among members of the same professional group and similar social backgrounds. [ABSTRACT FROM AUTHOR]

This article explores the politics of race and education in early twentieth-century urban Senegal, focusing on the exclusion of African students from certain schools and on the political controversy that grew out of a 1909 education reform. Based on letters from officials, politicians, and African residents, along with minutes from the General Council, it suggests that changes in urban society and colonial policy encouraged people to view access to schooling in terms of race. This article argues that in debating segregation and education quality, residents contributed to a discourse on race that reflected an increasing racial consciousness in the society at large. [ABSTRACT FROM PUBLISHER]