Teachers and the Struggle for Democracy in Spain, 1970–1985

280 Pages·2013·1.355 MB·English

by  Tamar Groves (auth.)

Teachers and the Struggle for Democracy in Spain,
1970–1985
Palgrave Studies in the History of Social Movements
Editors:
Stefan Berger (Institute for Social Movements, Ruhr-University Bochum)
Holger Nehring (Centre for Peace History, University of Sheffield)
Editorial board:
John Chalcraft (London School of Economics)
Andreas Eckert (Humboldt-University, Berlin)
Susan Eckstein (Boston University)
Felicia Kornbluh (University of Vermont)
Jie-Hyun Lim (Research Institute for Comparative History, Hanyang University
Seoul)
Marcel van der Linden (International Institute of Social History, Amsterdam)
RochonaMajumdar (University of Chicago)
Sean Raymond Scalmer (University of Melbourne)
Around the world, social movements have become legitimate, yet contested,
actors in local, national and global politics and civil society, yet we still know
relatively little about their longer histories and the trajectories of their devel-
opment. This new series seeks to promote innovative historical research on
the history of social movements in the modern period since around 1750. We
bring together conceptually-informed studies that analyse labour movements,
new social movements and other forms of protest from early modernity to the
present. We conceive of “social movements” in the broadest possible sense,
encompassing social formations that lie between formal organisations and mere
protest events. We also offer a home for studies that systematically explore the
political, social, economic and cultural conditions in which social movements
can emerge. We are especially interested in transnational and global perspectives
on the history of social movements, and in studies that engage critically and crea-
tively with political, social and sociological theories in order to make historically
grounded arguments about social movements. This new series seeks to offer inno-
vative historical work on social movements, while also helping to historicise the
concept of “social movement.” It hopes to revitalise the conversation between
historians and historical sociologists in analysing what Charles Tilly has called
the “dynamics of contention.”
Titles in the Series:
Tamar Groves
TEACHERS AND THE STRUGGLE FOR DEMOCRACY IN SPAIN, 1970–1985
Forthcoming Titles:
Tara Povey
SOCIAL MOVEMENTS IN EGYPT AND IRAN
Matthias Reiss
BLIND RADICALISM
The Visually Impaired and the Welfare State in 20th Century
Teachers and the Struggle
for Democracy in Spain,
1970–1985
Tamar Groves
Researcher, Institute of Science and Technology Studies,
University of Salamanca
Translated by Ben Engel
© Tamar Groves 2013
Softcover reprint of the hardcover 1st edition 2013 978-1-137-32373-6
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First published 2013 by
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DOI 10.1057/9781137323743
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Contents
Series Editors’ Preface vi
Acknowledgements x
List of Abbreviations xii
Introduction 1
1 Representation Put to the Test: The Teachers’
Movements and the Creation of the Sindicato de los
Trabajadores de la Ense ñ anza 20
2 Educational Revolution from within: The Movements
for Pedagogical Innovation 54
3 Rehearsing for Democracy: Union Agitation in Madrid 93
4 Liberating the Classroom: Pedagogical
Innovation in Madrid 124
5 Recovery of Civil Society at a Local Level: The Teachers’
Movements in the Province of Salamanca 159
6 Back to the Village: Teachers as Agents of
an Alternative Culture 190
Conclusion 2 21
Notes 2 25
Sources and Bibliography 253
Index 263
Series Editors’ Preface
Around the world, social movements have become legitimate, yet
contested, actors in local, national and global politics and civil society;
yet we still know relatively little about their longer histories and the
trajectories of their development. This series reacts to what can be
described as a recent boom in the history of social movements. We
can observe a development from the crisis of labour history in the
1980s to the boom in research on social movements in the 2000s. The
rise of historical interests in the development of civil society and the
role of strong civil societies as well as non-governmental organisa-
tions in stabilising democratically constituted polities have strength-
ened the interest in social movements as a constituent element of civil
societies.
In different parts of the world, social movements continue to have
a strong influence on contemporary politics. In Latin America, trade
unions, labour parties and various left-of-centre civil society organi-
sations have succeeded in supporting left-of-centre governments. In
Europe, peace movements, ecological movements and alliances intent
on campaigning against poverty and racial discrimination and discrimi-
nation on the basis of gender and sexual orientation have been able
to set important political agendas for decades. In other parts of the
world, including Africa, India and South East Asia, social movements
have played a significant role in various forms of community building
and community politics. The contemporary political relevance of social
movements has undoubtedly contributed to a growing historical interest
in the topic.
Contemporary historians are not only beginning to historicise these
relatively recent political developments; they are also trying to relate
them to a longer history of social movements, including traditional
labour organisations, such as working-class parties and trade unions. In
the longue durée, we recognise that social movements are by no means
a recent phenomenon and are not even an exclusively modern phenom-
enon, although we realise that the onset of modernity emanating from
Europe and North America across the wider world from the eighteenth
century onwards marks an important departure point for the develop-
ment of civil societies and social movements.
vi
Series Editors’ Preface vii
In the nineteenth and twentieth centuries the dominance of national
history over all other forms of history writing led to a thorough nation-
alisation of the historical sciences. Hence social movements have been
examined traditionally within the framework of the nation state. Only
during the last two decades have historians begun to question the
validity of such methodological nationalism and to explore the devel-
opment of social movements in comparative, connective and transna-
tional perspective taking into account processes of transfer, reception
and adaptation. Whilst our book series does not preclude work that is
still being carried out within national frameworks (for, clearly, there is
a place for such studies, given the historical importance of the nation
state in history), it hopes to encourage comparative and transnational
histories on social movements.
At the same time as historians have begun to research the history of
those movements, a range of social theorists, from Jürgen Habermas to
Pierre Bourdieu and from Slavoj Žižek to Alain Badiou as well as Ernesto
Laclau and Chantal Mouffe to Miguel Abensour, to name but a few,
have attempted to provide philosophical-cum-theoretical frameworks
in which to place and contextualise the development of social move-
ments. History has arguably been the most empirical of all the social
and human sciences, but it will be necessary for historians to explore
further to what extent these social theories can be helpful in guiding
and framing the empirical work of the historian in making sense of the
historical development of social movements. Hence the current series
is also hoping to make a contribution to the ongoing dialogue between
social theory and the history of social movements.
This series seeks to promote innovative historical research on the
history of social movements in the modern period since around 1750.
We bring together conceptually informed studies that analyse labour
movements, new social movements and other forms of protest from
early modernity to the present. With this series, we seek to revive,
within the context of historiographical developments since the 1970s,
a conversation between historians on the one hand and sociologists,
anthropologists and political scientists on the other.
Unlike most of the concepts and theories developed by social scientists,
we do not see social movements as directly linked, a priori, to processes
of social and cultural change and therefore do not adhere to a view that
distinguishes between old (labour) and new (middle-class) social move-
ments. Instead, we want to establish the concept “social m ovement” as
a heuristic device that allows historians of the nineteenth and twentieth
viii Series Editors’ Preface
centuries to investigate social and political protests in novel settings.
Our aim is to historicise notions of social and political activism in order
to highlight different notions of political and social protest on both left
and right.
Hence, we conceive of “social movements” in the broadest possible
sense, encompassing social formations that lie between formal organisa-
tions and mere protest events. But we also include processes of social and
cultural change more generally in our understanding of social move-
ments: this goes back to nineteenth-century understandings of “social
movement” as processes of social and cultural change more generally.
We also offer a home for studies that systematically explore the political,
social, economic and cultural conditions in which social movements
can emerge. We are especially interested in transnational and global
perspectives on the history of social movements, and in studies that
engage critically and creatively with political, social and sociological
theories in order to make historically grounded arguments about social
movements. In short, this series seeks to offer innovative historical work
on social movements, while also helping to historicise the concept of
“social movement.” It also hopes to revitalise the conversation between
historians and historical sociologists in analysing what Charles Tilly has
called the “dynamics of contention.”
Democracy in the Classroom is the first in this series. It investigates the
role of teachers’ union activism in Spain’s transition to democracy from
the early 1970s into the early 1980s. By applying a social movement
approach to the period of the transición, Tamar Groves contributes to a
more recent trend in Spanish history that focuses on the continuity of
civil-society, as opposed to elite, activism in forging the country’s transi-
tion to democracy. It is especially noteworthy that the author combines
a national organisational study with two local case studies (from metro-
politan Spain and rural Salamanca).
In its optic, the study itself not transnational. Groves’s conceptuali-
sation of her topic, however, has implications for historicising social
movement activism that reach beyond Spain: it is not only a contri-
bution to the literature on the importance of schools and learning for
understandings of pluralism and democracy; it also highlights the local
rootedness and embeddedness of social-movement activism, as well as
the ways in which sub-national units are embedded into global visions
of utopia and renewal. Through her work, Groves aims to turn our atten-
tion away from labour movements towards professional organisations
and thus highlight the importance as well as impact of broader civic
participation in Spain’s transition to democracy.
Series Editors’ Preface ix
Democracy in the Classroom thus demonstrates the complexity and
heterogeneity of social movement activism in democratising societies
and highlights how it cannot be linked directly to processes of social,
political and cultural change. Instead, Tamar Groves provides us with
plenty of material that demonstrates the historically specific nature of
different and competing modes of activism in Spain during the period
of transition to democracy. By emphasising the plurality of the teachers’
movement and highlighting the role that internal conflicts and debates
played, Groves also highlights the role of these movements in providing
what Wini Breines has called “prefigurative politics.”
The struggles were not merely about power. They were also about
different visions of educational reform and the ways in which these
might be expressed with different models of organisation. In her book,
Groves stresses the transformative force of activism: she highlights how
they offered spaces in which previously “un-political” teachers could
find expressions of their political opinions. She zooms in on the teachers’
scepticism towards representative models of organisation and shows how
they came to embrace a participative model of politics based on assem-
blies that was firmly anchored in local contexts. This form of socio-polit-
ical activism not only came into conflict with the hegemomic Franquist
teachers’ organisations. It also offered a vision of political engagement
that differed fundamentally from Communist and Socialist proposals to
integrate teacher into broader hierarchical union structures.
Groves’s study therefore has two broader implications for the historical
understanding and analysis of social movements: first, she highlights
how similar to “new” social movement activism some the teachers’
protests in late-Franco Spain were – this puts a question mark behind
those approaches that try to link social movement activism since the
1970s with post-materialist values in advanced industrial and demo-
cratic societies. Second, her study provides important insights into how
historians might conceptualise the impact of social movement activism:
not merely in terms of the fulfilment of specific policies, in this case the
teachers’ utopian visions of autonomous public schools, run collectively
by teachers, parents and pupils, but primarily in the ways in which
they were able to forge locally based democratic cultures within and
around their schools. Groves’s story therefore highlights a key aspect of
democracy: education for democracy entails democratic education.
Stefan Berger (Bochum) and
Holger Nehring (Sheffield)