Publication details
Everyday life in primary schools as seen by teachers in the so-called Normalization period in Czechoslovakia (1969-1989)
| Authors | |
|---|---|
| Year of publication | 2014 |
| Type | Article in Proceedings |
| Conference | The many voices of oral history. Power and democracy. XVIII. International Congress of Oral History. Barcelona 9-12 July, 2014. |
| MU Faculty or unit | |
| Citation | |
| Field | Pedagogy and education |
| Keywords | primary school; teacher; normalisation; Czechoslovakia; oral history; 1969-1989 |
| Description | In their contribution, authors are focusing on the history of education in socialist Czechoslovakia. Particularly on the period of time from 1968 to 1989, which is known as the era of normalization, the period of renewal of pro-soviet totalitarian regime and termination of all democratic efforts. School, in this period, was understood as a support of socialism, once again the cadre evaluation of pupils and teachers was tightened. This evaluation was aimed mainly at political loyalty to governing political party, at her support or at her active promoting. Main goal of the contribution is to present the sub-results of research targeted on exploration and description of daily life at a primary school (ISCED 1 and 2) during the normalization. Historical research is primarily based on oral history of which authors gained data about everyday life at school as well as about life and work of teachers. Using this method of oral history enables obtain unique information about daily life at primary school and teachers' private and professional lives during the period of normalization. Authors also used traditional methods of historian's work (heuristics and work with historical sources) and some of methods of the visual history (e.g.: analysis of pictorial materials or analysis of preparations for education). The contribution determines what teachers (witnesses) consider to be critical moments in their professional lives at school during normalization, if and how they met and confront this regime, how the changes of former regime influenced their work as pedagogues (for instance at the beginning of seventieth and then during eighties). |
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