Intellectuals and Warriors: The Ideological and Political Basis of Francoist University Sport, 1933–1946     

Raquel Mirabet  Xavier Pujadas 《国际体育史杂志》2013,30(11):1176-1197

Abstract

Examining the use of sport by totalitarian regimes during the interbellum period reveals that politicians saw the potential of sport not only for patriotic expression and international exhibition but also as a means to exert control over youth. Francoism participated in such uses of sport, imitating German and Italian organizations’ development of a youth sport structure. The Franco regime emphasized sport in universities to the extent that it made physical education a required subject to obtain a degree. This study’s primary objective is to reconstruct the doctrinal genesis of Francoist university sport, tracing it to the years before the Spanish Civil War, specifically noting the international influences that sustained it and the draft regulations that gave it legal standing despite resistance from both university youth and from sport. To this end, documentary sources are analyzed, including archival material, printed sources (legal decrees written during the period examined in this study and historical accounts of the subject), publications of Falange and related organizations, and speeches and proclamations from Falange and the Sindicato Español Universitario (SEU).  相似文献   

DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA   总被引：2，自引：1，他引：1  

Xavier  Dumay  Vincent  Dupriez 《British Journal of Educational Studies》2008,56(4):440-477

ABSTRACT:  Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.  相似文献   

Inclusive education and social inequality: an update of the question and some geographical considerations     

Xavier Rambla  Ferran Ferrer  Aina Tarabini  Antoni Verger 《Prospects》2008,38(1):65-76

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section “Two parallel concerns” retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section “Inclusive education in academic publications” scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section “Inclusive education in the publications of international organizations” notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section “The geographical dimension of inclusive education” puts forward a few arguments in favour of paying more attention to inclusive education at the local and national levels. The main reasons for highlighting the local dimension arise from the combined factors of social deprivation, the need to co-ordinate measures taken in schools and the possibility of allowing a significant opening for community participation. The main reasons for paying attention to the national dimension relate to possible synergies between inclusive education and the expansion of education (for example, is schooling progressing at the same pace at different educational levels?), as well as between inclusive education and social protection (for example, do the many educational conditions applied to cash transfers have consistent pedagogic implications?).  相似文献