Transitions from Imperialism to Autoritharianism on Dominican rural education, 1918-1946
DOI:
https://doi.org/10.29351/rmhe.v10i20.391Keywords:
Imperialism, authoritarianism, rural education, agricultural education, import substitutionAbstract
This article studies the Rudimentary School, a school modality established in the Dominican Republic by the U.S. military Occupation (1916-1924) and recovered as the main model of schooling for the peasantry by the dictatorship of Rafael L. Trujillo (1930-1961). It intends to contribute to the discussion of the ruptures and continuities between the educational policies of Trujillismo and those of the Occupation military government, as it is usually assumed that the dictator’s governmental action prolonged devices and policies implemented by the intervention forces. The analysis establishes counterpoints between the rudimentary rural schooling of both political regimes to assess continuities and ruptures, based on the analysis of the processes of implementation of the policy from sources of the National Service of Public Instruction. In essence, the study highlights the capacity of the dictatorship to operate a deep rupture from the rearticulation of the design established by the Occupation.
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