Los ateneos liberales: política, cultura y sociabilidad intelectual

Baños, Francisco Villacorta

doi:10.3989/hispania.2003.v63.i214.218

Cited by 5 publications

(3 citation statements)

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“…The ateneos have been defined as one of the most enduring and prestigious cultural experiences in the history of contemporary Spain, especially those that were part of the libertarian movement (Guereña, 2006;Navarro, 2003;Villacorta, 2003). These ateneos began in the mid-19th century and were promoted by the bourgeoisie (Villacorta, 2003). In the early 20th century, the denominated libertarian ateneos were created by the workers' movement.…”

Section: The Libertarian Ateneos a Precedent For The Adult School Of A Verneda-sant Martímentioning

confidence: 99%

“…In the early 20th century, the denominated libertarian ateneos were created by the workers' movement. These were considered to be authentic universities for the people (Keene, 2001;Navarro, 2003;Villacorta, 2003). As an example of the success of this initiative, counting only the members of the ateneos gathered in the Catalan Union of Workers' ateneos (one of the Spanish regions), there were already more than 10,000 members (Solà, 1993(Solà, -1994.…”

Section: The Libertarian Ateneos a Precedent For The Adult School Of A Verneda-sant Martímentioning

confidence: 99%

“…The present article contributes by expanding the knowledge on this influence. The libertarian ateneos have been defined as one of the most lasting and most prestigious cultural experiences in Spanish contemporary history (Guereña, 2006;Navarro, 2003;Villacorta, 2003). The ateneos are the result of the self-organization of the working class, which created space for education and access to high-quality culture for the less educated population (Vilanova, 1992).…”

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La Verneda-Sant Martí Adult School: A Reference for Neighborhood Popular Education

Aubert

Villarejo

Cabré

et al. 2016

Teachers College Record: The Voice of Scholarship in Education

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Background/Context The Adult School of La Verneda-Sant Martí, located in Barcelona, Spain, is a reference at the international level because of its trajectory and its contributions to the transformative movement in democratic education. The school was created in 1978 to address the demands of the La Verneda neighborhood's working-class residents, who needed an adult school that could reverse the lack of academic education of neighborhood adults. This school builds on the precedents of popular education developed by the libertarian movement prior to the Franco dictatorship. Since its beginnings, the school has continuously taught people to read and write, helping adults obtain academic degrees that facilitated their labor insertion or promoted their access to university. The school's success is confirmed by the current data: It has approximately 2,000 participants, 5 workers, and 150 volunteers. The key to its success is an effective democratic organization and functioning as well as broad development of activities and an accessible schedule—the school is open Monday through Sunday, from 9 a.m. until 10 p.m.—that meets the real needs of neighborhood residents. The adult participants, together with the teachers and the volunteers, determine and organize the activities that will be conducted in the school. Purpose This article analyzes the democratic organization of this school and its relation to libertarian education in the early 20th century in Spain to investigate two research questions. First, what type of democratic organization and functioning is contributing to increasing the educational level and skills of nonacademic adults? Second, how does this organization contribute to the improvement of the quality of life achieved through the La Verneda neighborhood's movement? Research Design The article reviews the literature on libertarian education in Spain and addresses the Adult School of La Verneda-Sant Martí and Schools as Learning Communities. Additionally, other documents related to the history, activities, and functioning of this school and different types of documents about the neighborhood in which it is located are analyzed. Interviews with participants (this is how adult learners refer to themselves) and communicative observations in classrooms, assemblies, and meetings during the 2012–2013 school year were conducted to contrast with the information found in the internal documents of the school. Findings/Results Besides the documents found on the School foundation that made explicit the libertarian educational ideals, the study identified these principles in the whole evolution and success of the Adult School until the current time. Particularly, we identified three main results: (1) nonacademic adults take part in all of the decision-making processes; therefore, all activities reflect their interests and needs, increasing their educational level and skills; (2) the school is open to the community and has engaged many diverse people as volunteers who contribute to a broad and high-quality education; and (3) the democratic organization of libertarian origins has influence beyond the School walls: a neighborhood movement to improve the quality of life and the transformation of children's schools into Learning Communities. Conclusions/Recommendations This article concludes that the principles present in libertarian education in the early 20th century in Spain have been included in the organization and in the education provided by the Adult School of La Verneda-Sant Martí. These principles are contributing to increasing the educational level and skills of nonacademic adults as well as improving the quality of life achieved through the La Verneda neighborhood's movement. Future research should focus on how this school model has been transferred to other schools and how it influenced the work of the teachers.

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Section: The Libertarian Ateneos a Precedent For The Adult School Of A Verneda-sant Martímentioning

confidence: 99%

Section: The Libertarian Ateneos a Precedent For The Adult School Of A Verneda-sant Martímentioning

confidence: 99%

mentioning

confidence: 99%

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La Verneda-Sant Martí Adult School: A Reference for Neighborhood Popular Education

Aubert

Villarejo

Cabré

et al. 2016

Teachers College Record: The Voice of Scholarship in Education

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Spatial inequality of opportunity in access to secondary education in nineteenth-century Spain

Insa-Sánchez

2023

European Review of Economic History

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In this paper, secondary education graduation age is proposed as a way of measuring the obstacles students had to face to acquire education in historical contexts. Using a novel historical source, I find that students from rural areas bore increasingly larger obstacles than those from cities. The size of the municipality of origin exerts a larger negative effect on students who graduated later in life—that is, those who bore larger impediments to study. These results suggest that a phenomenon of spatial isolation from knowledge created a problem of access to secondary education.

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La representación del sujeto popular en las Historietas nacionales de Pedro Antonio de Alarcón

Lorenzo¹

2015

ang

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Los ateneos liberales: política, cultura y sociabilidad intelectual

Cited by 5 publications

References 0 publications

La Verneda-Sant Martí Adult School: A Reference for Neighborhood Popular Education

La Verneda-Sant Martí Adult School: A Reference for Neighborhood Popular Education

Spatial inequality of opportunity in access to secondary education in nineteenth-century Spain

La representación del sujeto popular en las Historietas nacionales de Pedro Antonio de Alarcón

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