Institut celoživotního vzdělávání - seznam publikací


V následujícím souhrnu jsou uvedeny veškeré informace evidované k publikaci.

URL: https://eera-ecer.de/ecer-2019-hamburg/

Originální název: Milestones in the History of Czechoslovak Education in the Second Half of the 20th Century. In European Conference on Educational Research (ECER):'Education in an Era of Risk – the Role of Educational Research for the Future’, Hamburg (Germany), September 2-6, 2019.
Český název: Milestones in the History of Czechoslovak Education in the Second Half of the 20th Century. In European Conference on Educational Research (ECER):'Education in an Era of Risk – the Role of Educational Research for the Future’, Hamburg (Germany), September 2-6, 2019.
Autor: Mgr. et Mgr. Michal Šimáně, Ph.D.
doc. Mgr. Jiří Zounek, Ph.D.
Pracoviště: Oddělení sociálních věd
Druh publikace: ostatní
Rok uplatnění: 2019
Původní jazyk: angličtina
Popis v originálním jazyce: Starting from the establishment of the first Czechoslovak Republic in 1918, the last hundred years of the Czechoslovak history brought a rather turbulent development. The Czechoslovak history can be likened to a drama consisting of several acts. In some of the acts, we can perceive great hopes and building of a free democratic state. In the others, there can be a deliberate suppression of freedom or democratic principles seen. The shaping of the school system and teaching profession can be perceived in a similar way. In the first years of the Czechoslovak Republic existence, the excitement caused by the newly created state prevailed, accompanied by efforts to rebuild the education system from the Austrian-Hungarian times and, at the same time, attempts to modernize it with regard to the democratic, republican and liberal ideas. Hitler‘s rise to power in Germany and the outbreak of World War II represent the second act of this imaginary drama of the Czechoslovak education history. In short, attempts to build schools adhering to democratic principles were violently disrupted by the influence of Nazi ideology and occupation of Bohemia and Moravia (Zahra, 2008). During the Second World War, some events that have affected both Czechoslovak society and Czechoslovak education system up to the present days took place. The Red Army played a significant role in the liberation of Czechoslovakia from the Nazi oppression, however, this led to the orientation of the state towards the Soviet Union. This orientation got even stronger in 1948, when the Communist Party of Czechoslovakia gained all the political power in the country, with no existing opposition (Crampton, 1997). This is also the beginning of the third and also the longest act of this drama, which also provides a historical context for this contribution. The aim of the authors is to introduce and describe the development of the education and the teaching profession during the period of the authoritarian socialist regime, with an emphasis on the important events accompanying this regime. The main question the authors are attempting to answer is how were the education and teaching profession changing in socialist Czechoslovakia and how the teachers perceived and experienced the crucial moments in the development of education in the context of important historical events. The topic is addressed on the two basic levels. The first level of interpretation focuses on the macro-historic milestones having a crucial impact on the life of the society as well as on the education system and teaching profession. In particular, it explores the changes related to the rise of the autocratic socialist regime after 1948, the Prague Spring and the "new round" of the consolidation of the autocratic rule during the so-called normalization period. Last but not least, it deals with the Velvet Revolution in 1989 and the beginning of the so-called transformation period in the 1990s. In this part of the contribution, their impact on the school legislation, school system and the teaching profession will be presented. The second level of interpretation deals with the micro-history, where the authors focus on an everyday life of teachers, providing the so-called view from below complementary to the macro-historical level (Sharp, 1991).
Popis v anglickém jazyce:
Popis v českém jazyce: Starting from the establishment of the first Czechoslovak Republic in 1918, the last hundred years of the Czechoslovak history brought a rather turbulent development. The Czechoslovak history can be likened to a drama consisting of several acts. In some of the acts, we can perceive great hopes and building of a free democratic state. In the others, there can be a deliberate suppression of freedom or democratic principles seen. The shaping of the school system and teaching profession can be perceived in a similar way. In the first years of the Czechoslovak Republic existence, the excitement caused by the newly created state prevailed, accompanied by efforts to rebuild the education system from the Austrian-Hungarian times and, at the same time, attempts to modernize it with regard to the democratic, republican and liberal ideas. Hitler‘s rise to power in Germany and the outbreak of World War II represent the second act of this imaginary drama of the Czechoslovak education history. In short, attempts to build schools adhering to democratic principles were violently disrupted by the influence of Nazi ideology and occupation of Bohemia and Moravia (Zahra, 2008). During the Second World War, some events that have affected both Czechoslovak society and Czechoslovak education system up to the present days took place. The Red Army played a significant role in the liberation of Czechoslovakia from the Nazi oppression, however, this led to the orientation of the state towards the Soviet Union. This orientation got even stronger in 1948, when the Communist Party of Czechoslovakia gained all the political power in the country, with no existing opposition (Crampton, 1997). This is also the beginning of the third and also the longest act of this drama, which also provides a historical context for this contribution. The aim of the authors is to introduce and describe the development of the education and the teaching profession during the period of the authoritarian socialist regime, with an emphasis on the important events accompanying this regime. The main question the authors are attempting to answer is how were the education and teaching profession changing in socialist Czechoslovakia and how the teachers perceived and experienced the crucial moments in the development of education in the context of important historical events. The topic is addressed on the two basic levels. The first level of interpretation focuses on the macro-historic milestones having a crucial impact on the life of the society as well as on the education system and teaching profession. In particular, it explores the changes related to the rise of the autocratic socialist regime after 1948, the Prague Spring and the "new round" of the consolidation of the autocratic rule during the so-called normalization period. Last but not least, it deals with the Velvet Revolution in 1989 and the beginning of the so-called transformation period in the 1990s. In this part of the contribution, their impact on the school legislation, school system and the teaching profession will be presented. The second level of interpretation deals with the micro-history, where the authors focus on an everyday life of teachers, providing the so-called view from below complementary to the macro-historical level (Sharp, 1991).
Klíčová slova: angličtina: primary education, teacher, socialist Czechoslovakia
čeština: základní vzdělávání, socialistické Československo, učitel
Obor výsledku: Education, general; including training, pedagogy, didactics [and education systems]
Rok uplatnění: 2019
Rok odeslání:
Identifikační číslo RIV:
URL: https://eera-ecer.de/ecer-2019-hamburg/
 
Záznam vložil: Mgr. et Mgr. Michal Šimáně, Ph.D.
Poslední změna: 08.09.2019 07:57 (Mgr. et Mgr. Michal Šimáně, Ph.D.)

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