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JSSE Journal of Social Science Education Journal of Social Science JSSE Education Walking Through the Revolution: A Spatial Reading of Literary Echoes Ana Isabel Queiroz, Daniel Alves Discourses of Inclusion and Exclusion in the Commemoration of the 40th Anniversary of the Portuguese Revolution Sandi Michele de Oliveira Psychosocial Trauma Transmission and Appropriation in Grandchildren of Former Political Prisoners of the Civic – Military Dictatorship in Chile (1973-1990) Ximena Faúndez, Ximena Goecke Knowledge and the Experience of Women Living Underground During the Portuguese Dictatorship Cristina Marques Nogueira Social and Psycho-political Impacts in the Social Construction of Political Memory of the Brazilian Military Dictatorship Soraia Ansara Women’s Experiences: Memories of Portuguese Revolution Sónia Dantas-Ferreira The Portuguese literacy campaigns after the Carnation Revolution (1974-1977) Isabel Pereira Gomes, José Pedro Amorim, José Alberto Correia, Isabel Menezes What to Change – How to Have Influence? Children’s Ideas About Exercising Power and Participating Arja Virta, Marjaana Virta Journal of Social Science Education ©JSSE 2015 Volume 14, Number 2, Summer 2015 ISSN 1618–5293 Masthead Editors: Reinhold Hedtke, Bielefeld University, Faculty of Sociology Ian Davies, PhD, Department of Educational Studies, University of York Andreas Fischer, Leuphana University Lüneburg, Faculty of Economics and Social Sciences Tilman Grammes, University of Hamburg, Faculty of Educational Science Isabel Menezes, PhD, University of Porto, Faculty of Psychology and Educational Sciences Birgit Weber, University of Cologne, Faculty of Human Sciences Editors of this Issue: Manuel Loff, Department of History, University of Porto Isabel Menezes, Department of Education, University of Porto Editorial Assistant: Simon Niklas Hellmich Editorial Office: Journal of Social Science Education Bielefeld University Faculty of Sociology Postbox 100 131 33501 Bielefeld Germany E-Mail: [email protected] http://jsse.ub.uni-bielefeld.de/index.php/jsse/index Editorial Board: Prof. Mehmet Acikalin, PhD, Instanbul, Turkey; Prof. Dr. Helena C. Araújo, Porto, Portugal; Prof. Dr. François Audigier, Genève, Switzerland; Prof. Dr. Gert Biesta, Luxembourg; Prof. Dr. Cesar Birzea, Bucharest, Romania; Prof. Dr. Olga Bombardelli, Trento, Italy; Prof. Pepka Boyadjieva, Sofia, Bulgaria; Dr. Jennifer Bruen, Dublin, Ireland; Ass. Prof. Dr. Kenan Çayir, Istanbul, Turkey; Prof. Peter Davies, PhD, Stoke-on-Trent, UK; Prof. Dr. Georgi Dimitrov, Sofia, Bulgaria; Ass. Prof. Niklas Eklund, PhD, Umeå, Sweden; Prof. Dr. Peter Filzmaier, Krems, Austria; Prof. Dr. Karl Peter Fritzsche, Magdeburg, Germany; Prof. Dr. Ipek Gurkaynak, Ankara, Turkey; Prof. Dr. Ireneusz Pawel Karolewski, Wroclaw, Poland; Prof. Takahiro Kondo, PhD, Tokyo, Japan; Prof. Dr. Gitsa Kontogiannopoulou-Polydorides, Athens, Greece; Dr. Janez Krek, Ljubljana, Slovenia; Prof. Dr. Klaus-Peter Kruber, Kiel, Germany; Ass. Prof., PhD, Anna Larsson, Umeå, Sweden; Prof. Dr. Bruno Losito, Rome, Italy; Ass. Prof. Despina Makridou-Bousiou, Thessaloniki, Greece; Dr. Tristan McCowan, London, UK; Prof. Erich Mistrik, PhD, Bratislava, Slovakia; Prof. Dr. Concepción Naval, Pamplona, Spain; Prof. Dr. Dr. h.c. Fritz Oser, Fribourg, Switzerland; Prof. Dr. Vedrana Spajic-Vrkas, Zagreb, Croatia; Prof. Dr. Anu Toots, Tallinn, Estonia; Prof., PhD, Ilo Trajkovski Skopje, Rep. Macedonia; Prof. Dr. Nicole Tutiaux-Guillon, Villeneuve d’Ascq Cedex, France; Dr. Ruud Veldhuis, Amsterdam, the Netherlands; Prof. Arja Virta, Turku, Finland; Ass. Prof. Dr. Irena Zaleskiené, Vilnius, Lithuania The Journal of Social Science Education is published quarterly by sowi-online e.V., a non-profit organisation and registered society at the Bielefeld Court of Record (Registergericht), Germany. Members of the JSSE team are the editors, the editorial assistant, the technical staff, and the editorial board. http://www.sowi-online.de Journal of Social Science Education ©JSSE 2015 Volume 14, Number 2, Summer 2015 ISSN 1618–5293 Contents Editorial 2-3 Featured Topic Walking Through the Revolution: A Spatial Reading of Literary Echoes 4-16 Ana Isabel Queiroz, Daniel Alves Discourses of Inclusion and Exclusion in the Commemoration of the 40th 17-25 Anniversary of the Portuguese Revolution Sandi Michele de Oliveira Psychosocial Trauma Transmission and Appropriation in Grandchildren of Former 26-39 Political Prisoners of the Civic – Military Dictatorship in Chile (1973-1990) Ximena Faúndez, Ximena Goecke Knowledge and the Experience of Women Living Underground During the 40-50 Portuguese Dictatorship Cristina Marques Nogueira Social and Psycho-political Impacts in the Social Construction of Political Memory 50-60 of the Brazilian Military Dictatorship Soraia Ansara Women’s Experiences: Memories of Portuguese Revolution 61-68 Sónia Dantas-Ferreira The Portuguese Literacy Campaigns After the Carnation Revolution (1974-1977) 69-80 Isabel Pereira Gomes, José Pedro Amorim, José Alberto Correia, Isabel Menezes Article What to Change – How to Have Influence? Children’s Ideas About Exercising Power 81-91 and Participating Arja Virta, Marjaana Virta Review Review of the Book: Ross, Alistair (2015). Understanding the Constructions of 92-93 Identities by Young New Europeans: Kaleidoscopic selves. New York/ Abingdon: Routledge Akif Pamuk 1 Journal of Social Science Education ©JSSE 2015 Volume 14, Number 2, Summer 2015 DOI 10.2390/jsse-v14-i2-1451 Manuel Loff, Isabel Menezes Editorial: Revolution and Memories In the 1970s, soon after the 1968 whirlwind that swept as opposed to “weak” ones, as defined by Traverso most of the planet, Southern Europe went through a (2005, p. 54) – resulting from intense and enthusiastic wave of democratisation, the first since the anti-Nazi moments in which they felt they were taking their lives Liberation period at the end of WWII. Authoritarian into their hands. Interestingly enough, almost half of the regimes fell in Portugal (1974), Greece (1974) and Spain papers focus on women and their specific role in (1976-78), although democracy was built in each of these historical processes of resistance and change until countries following very different procedures. In recently too much perceived on a male perspective. Portugal, a democratic military coup opened the gates to The volume starts with a walk through the revolution an unstoppable political and social revolution, while in where Ana Isabel Queiroz and Daniel Alves combine lite- Spain and Greece – as it would happen almost ever since rature and geography to propose an educational histo- in Latin America and Central-Eastern Europe – demo- rical excursion, Walking through the Revolution: a spatial cratisation was essentially gradual, and involved a reading of literary echoes. The authors suggest a trail complex and often contradictory negotiation held by the “made up by nine places of remembrance” that are military and political elites of these regimes and some of combined with “literary works refer[ing] to events that the opposition forces in order to build up a post- happened between the eve of April 25 and May 1, 1974” authoritarian regime. including “the most iconic military actions and popular Despite the different nature of these democratisation demonstrations that occurred in Lisbon and the processes, every post-authoritarian society faces surroundings”. In a volume that celebrates the 1974 somehow similar problems when it comes to deal with Revolution, this interesting combination between both collective and/or individual memories of the past. literature and space demonstrates how cities can Many European citizens “have lived through (…) become places to re-experience historical memories (like oppression, and name it so, others feel its legacy as a true lieux de mémoire, as Pierre Nora (1989) classically part of their own personal memory, and others still, calls them) and how informal education experiences can having lived it or not, do not recall their experience or foster critical citizenship. the memory they have inherited as oppressive” (Loff, The research by Sandi Michele de Oliveira, Discourses 2010, p. 55). These very diverse memories, all of which of inclusion and exclusion in the commemoration of the are socially re-constructed every time they come out into 40th anniversary of the Portuguese Revolution, demon- the public sphere, co-exist, even if its conflicting nature is strates how a critical reading of commemoration dis- many times denied and seldom assumed as a potential courses is essential, and reveals the absence in the basis for citizenship education (Ferreira et al., 2013). power narratives of the revolution of “the themes and This issue celebrates the 40th anniversary of the participants by groups who were most directly involved Portuguese Carnation Revolution but expands beyond in the Revolution”. She refers to “actors” as “the the Portuguese case as it welcomes papers dealing with 'Captains of Abril'”, i.e. the young captains who prepared the relationship between memory, oppression, democra- the 1974 revolution, “the retornados” i.e. the Portuguese tisation and political change in Latin America. It similarly equivalent to the French pieds-noirs, former colonists includes papers from a variety of disciplines (e.g. who chose to return to Portugal after the decolonisation, Education, Memory Studies, Political Psychology, and the “retornados-emigrantes”, i.e. those colonists Literature and Cultural Geography), discussing and who left the newly independent African countries but contrasting memorial discourses
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