Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal

Autores
Southwell, Myriam Mónica
Año de publicación
2020
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.
Facultad de Humanidades y Ciencias de la Educación
Materia
Educación
Pedagogy of alternation
Agricultural family schools
Particularism
Universalism
Nivel de accesibilidad
acceso abierto
Condiciones de uso
http://creativecommons.org/licenses/by-nc-nd/4.0/
Repositorio
SEDICI (UNLP)
Institución
Universidad Nacional de La Plata
OAI Identificador
oai:sedici.unlp.edu.ar:10915/124466

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spelling Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universalSouthwell, Myriam MónicaEducaciónPedagogy of alternationAgricultural family schoolsParticularismUniversalismAgricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.Facultad de Humanidades y Ciencias de la Educación2020info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArticulohttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdf147-161http://sedici.unlp.edu.ar/handle/10915/124466enginfo:eu-repo/semantics/altIdentifier/issn/2340-7263info:eu-repo/semantics/altIdentifier/doi/10.14516/ete.298info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)reponame:SEDICI (UNLP)instname:Universidad Nacional de La Platainstacron:UNLP2025-09-29T11:29:48Zoai:sedici.unlp.edu.ar:10915/124466Institucionalhttp://sedici.unlp.edu.ar/Universidad públicaNo correspondehttp://sedici.unlp.edu.ar/oai/snrdalira@sedici.unlp.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:13292025-09-29 11:29:48.597SEDICI (UNLP) - Universidad Nacional de La Platafalse
dc.title.none.fl_str_mv Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
title Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
spellingShingle Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
Southwell, Myriam Mónica
Educación
Pedagogy of alternation
Agricultural family schools
Particularism
Universalism
title_short Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
title_full Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
title_fullStr Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
title_full_unstemmed Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
title_sort Agricultural family schools in the "Pampa Gringa", historical traces between the particular and the universal
dc.creator.none.fl_str_mv Southwell, Myriam Mónica
author Southwell, Myriam Mónica
author_facet Southwell, Myriam Mónica
author_role author
dc.subject.none.fl_str_mv Educación
Pedagogy of alternation
Agricultural family schools
Particularism
Universalism
topic Educación
Pedagogy of alternation
Agricultural family schools
Particularism
Universalism
dc.description.none.fl_txt_mv Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.
Facultad de Humanidades y Ciencias de la Educación
description Agricultural Family Schools have been the way to concretize a model of pedagogy of alternation, an education modality that has been little investigated from a historical point of view. This article aims to present the emergence of alternating pedagogy in Europe, its influence in the South American territory, and to analyse in more detail its expansion in Argentina from the late 1960s. We are interested in dwelling on these alternative modes of conceiving and building schools not only because of their value as a contribution to agricultural education at the secondary level, but also as a contribution to research on specific historical experiences which constitute areas for inscription of school innovations, pedagogical debates, struggles and resistance (McLeod, 2014). Likewise, we are interested in analysing this alternative modality of schooling from the conceptual debate on the tension between the particular and the universal, which is expressed in this different way of conceiving teaching and learning and analysing the hegemony of the school format (Southwell, 2008). To do this, we carry out a historical analysis of the testimonies that recorded the emergence, debates and expansion of these institutions, as well as the educational concepts that were configured in the historical journey developed until today.
publishDate 2020
dc.date.none.fl_str_mv 2020
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dc.language.none.fl_str_mv eng
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info:eu-repo/semantics/altIdentifier/doi/10.14516/ete.298
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
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rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
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