This dissertation examines two radically different political projects in Argentina as moments in a dynamic of revolution and counterrevolution. The short-lived, progressive Peronist government of 1973 sought to construct a more egalitarian and democratic society, addressing social inequalities while fomenting political mobilization. In response, the last and most violent military dictatorship (1976–1983) aimed at suppressing social antagonisms and the perceived excesses of mass democracy. In each case, education was a means to form citizens suitable to a specific conception of society. Therefore, each political project can be understood with special clarity through an examination of civic education and pedagogic reforms. The progressive Peronist government encouraged students to participate in exploring and addressing social inequalities to bring about social justice. The dictatorship was counterrevolutionary insofar as it put forth an ideological project without precedent in previous military regimes that aimed not simply at preserving the status quo ante but at founding a new society. In order to do so, it sought to eradicate “subversion” and to form spiritually minded, obedient, and individualistic citizens through a broad schooling reform. Based on both archival research and oral history, this dissertation sheds light on the political uses of education, on the Cold War dynamic of revolution and counterrevolution in Latin America, and on the centrality of social antagonisms for our understanding of authoritarianism.
|Commitee:||Finchelstein, Federico, Grandin, Greg, Nolan, Mary, Thomson, Sinclair|
|School:||New York University|
|School Location:||United States -- New York|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Latin American history, Education history, Political science|
|Keywords:||Argentina and southern cone, Citizenship and subversion, Cold war, Dictatorship and authoritarianism, Education and politics, Peronism and revolution|
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