Abstract
Conflict seethed in the Spain of the 1970s — a bitter battle over the future of the country. The confrontation to which I refer was happening not in the corridors of the political powerhouses, nor on the streets of cities and towns. It was contested in the workplace. Its protagonists were teachers who were involved in ambitious projects to democratise the education system. They aspired to change the social practices governing their working environment, to help free Spain of its authoritarian past. Teachers were not alone in this assault on the dictator’s legacy in their workplace. The protests led by the worker movement, which began in the late 1950s, gradually spread, and with time came to include professional sectors which traditionally did not oppose the Franco regime.
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Notes
Pere Ysàs, “¿Una sociedad pasiva? Actitudes, activismo y conflictividad social en el franquismo tardío,” Ayer, 68 (2007), pp. 31–57
Xavier Domènech Sampere, “El problema de la conflictividad bajo el franquismo: saliendo del paradigma,” Historia Social, 42 (2002), pp. 123–143.
Notable examples of this are: Carme Molinero and Pere Ysàs, “Movimientos sociales y actitudes políticas en la crisis del franquismo,” Historia Contemporánea, 8 (1992), pp. 269–279
Pamela Beth Radcliff, Making Democratic Citizens in Spain, Civil Society and the Popular Origins of the Transition, 1960–1978 (Hampshire and New York, 2011). Xavier Domènech Sampre, “Orígenes. En el protohistoria del movimiento vecinal bajo el franquismo,” Historia del Presente 16 (2010), pp. 27–41.
Sidney Tarrow, Power in Movement (Cambridge, 2002); John D. McCarthy and Mayer N. Zald, “Resource Mobilizations and Social Movements: A Partial Theory,” American Journal of Sociology, 82 (1977), pp. 1212–1241.
Claus Offe, “New Social Movements: Changing Boundaries of the Politica,” Social Research 52 (1985), 817–868.
Robert D. Benford and David A. Snow, “Framing Processes and Social Movements: An Overview and Assessment,” Annual Review of Sociology 26 (2000), pp. 611–639.
See: Anthony Oberschall, “Social Movements and the Transition to Democracy,” Democratization, 7.3 Autumn (2000), pp. 25–45
John K Glenn, “Contentious Politics and Democratization: Comparing the Impact of Social Movements on the Fall of Communism in Eastern Europe,” Political Studies, 51 (2003), pp. 103–120
Haddad develops her theory about democratisation using the State in Society approach of Joel Midgal presented in Joel Migdal, State in Society: Studying How States and Societies Transform and Constitute One Another (New York 2001). Mary Alice Haddad, “The State-in-society Approach to the Study of Democratisation with Examples from Japan,” Democratization, 17.5 (2010), pp. 997–1023.
Agustín Escolano Benito, “Los comienzos de la modernización pedagógica en el franquismo (1951–1964),” Revista Española de Pedagogía, 192 (1992), pp. 289–310.
This citizen movement represents the penetration of the labour opposition into society. Xavier Domènech Sampere, “Introducción. El movimiento vecinal y la historia social de la transición,” Historia del Presente 16 (2010/2), pp. 5–7.
There are relatively few attempts to analyse them within a single framework. See, for instance: Maravall, Dictadura y disentimiento politico; Teresa María Ortega López, “Obreros y vecinos en el tardofranquismo y la transición política (1966–1977). Una lucha conjunta para un mismo fin,” Espacio, Tiempo y Forma, Serie V, H. — Contemporánea, 16 (2004), pp. 351–369.
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© 2013 Tamar Groves
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Groves, T. (2013). Introduction. In: Teachers and the Struggle for Democracy in Spain, 1970–1985. Palgrave Studies in the History of Social Movements. Palgrave Macmillan, London. https://doi.org/10.1057/9781137323743_1
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DOI: https://doi.org/10.1057/9781137323743_1
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