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History Education and the School Textbook in Fascist Italy: Fascist National Identity and Historiography in the Libro Unico Di Stato

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History Education and the School Textbook in Fascist Italy: Fascist National Identity and Historiography in the Libro Unico Di Stato Royal Holloway School of Modern Languages, Literatures and Cultures Italian History Education and the School textbook in Fascist Italy: Fascist National Identity and Historiography in the Libro unico di Stato by Jun Young Moon Supervisor Dr. Fabrizio De Donno Advisor Dr. Giuliana Pieri A thesis submitted for the degree of Doctor of Philosophy Royal Holloway College, University of London 2015 DECLARATION OF AUTHORSHIP I, , hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: ABSTRACT The Fascist government in Italy monopolised the textbook for primary schools in 1930. This act was the regime’s bid to cultivate the Italiano nuovo and to transform Italy into a Fascist nation. By differentiating its education from the conventional contents and practices in Liberal Italy, the Fascist regime aimed at imbuing Italian children with a new national identity, which was expected to be a cornerstone of the Fascist Empire. History was regarded as one of the most crucial subjects for this goal and was high on the list of the regime’s priorities when the state school textbook, the Libro unico di Stato, was written. This research is a study of the historiography in the Fascist state textbook. Despite the importance of history education and the school textbook in the project to Fascistise Italy, few studies are entirely devoted to analysing Mussolini regime’s view of history in the Libro unico di Stato. This thesis attempts to redress this gap. By analysing the Libro unico’s historical narrative –its messages, tropes, symbolism, thematic concerns, narrative strategies, languages, and periodization in all 9 volumes-, this thesis demonstrates what ideological messages and values were taught by Fascist schools via history textbooks, how the textbook narrative transmitted Fascism’s world view and its historical interpretation to pupils, and what the characteristic of the Fascist historiography in education was. In comparison, there are many studies about the Fascist presentation of history in visual culture (rituals, monuments, exhibitions, paintings, architecture and cinema) which illustrate that Fascism’s use of history was not only a tool of propaganda but also an intricate combination of diverse motivations, existing ideas, well-established symbols, individual and governmental initiatives, conservative messages, and radically new styles and concepts. This thesis argues that the same is true in the narrative presentation of history. Through close reading of the Libro unico’s historiography, this research proposes that Fascism’s presentation of history in literary culture also reflected various ideological proclivities, widely used rhetoric, metaphor and languages, commonplace topics, manipulations for propaganda purposes, academic debates, legacies of liberal historiographies, and Fascism’s own view of history. Ultimately, this thesis broadens our understanding of Fascism’s use of history in the field of education and literary culture as part of its bonifca umana (human reclamation) project. The Libro unico di Stato is the medium that this study uses to investigate this subject. CONTENTS ACKNOWLEDGEMENTS..……………………………………………………………. vi INTRODUCTION..…………………………………………………………………. ....... 1 CHAPTER I. History Education and Modern Nation-State Building in Italy…………… 14 Formation of modern states and the establishment of public education……………… 14 Nationalism, history and modern public education…………………………………… 18 Nation-state building and (history) education in Italy: from Liberalism to Fascism….. 25 Conclusion…………………………………………………………………………….. 38 CHAPTER II. The Structure, Characteristics, Editions, Authors, and Illustrations of the Fascist School Textbook….. ………………………………………………42 General structure, division of subjects editions and variations………………………… 42 Evolution and characteristics of the Libro unico di Stato……………………………… 47 Authors, illustrators and illustrations…………………………………………………….54 Conclusion………………………………………………………………………………..61 CHAPTER III. Fascist National Identity, History Education and the School Textbook….. 62 History education, la bonifica umana and national identity in Fascism’s nation-state building...63 Fascist historiography and conception of history in education: peculiarity and appeals….67 Fascist historiography in school textbooks: core elements and connotations……………..74 1. ‘Nation as a creation of the human will’ and the ‘incomplete’ Risorgimento....................75 2. Fascism’s Historical Continuity-Discontinuity…………………………………………………………………..76 3. House of Savoy and origins of the Risorgimento……………………………………………………………. 82 4. Italianità and the Catholic Church……………………………………………………………………………………85 5. Romanità and Italy’s mission to civilise the world……………………………………………………………87 6. Heroism in the Cult of ‘proto’ Fascists……………………………………………………………………………..90 7. Myths of the birth of Fascism………………………………………………………………………………………….95 8. Archetype of Fascist historiographies: Arrigo Solmi…………………………………………………………98 Conclusion…………………………………………………………………………………….100 CHAPTER IV. Analysis of the Fascist School Textbooks1: (Re)-defining the Nation and Nationality……………………………………………………………….103 Ethno-cultural perceptions of the nation and nationhood 1. Language and culture……………………………………………………………………………………………………..104 2. National characters…………………………………………………………………………………………………………106 3. Italo-Roman centricity……………………………………………………………………………………………………108 4. Comparison to Nazi textbooks…………………………………………….………………………………………….110 Civic nationalist perceptions of the nation and nationhood 1. Civic nationalist values: liberty, law and order, love of Patria, independence……………………114 2. Civic institutions: the monarchy, the state, the Church and the Fascist regime………………….119 3. The Role of human agency………………………………………………………………………………………………….123 Fascist imprints in the discussion of nationality……………………………………………….125 1. Fascism’s world view and militarism………………………………………………………………………………… 126 2. Heroism, the cult of the Duce and of death……………………………………………………………………… 127 Conclusion……………………………………………………………………………………..130 CHAPTER V. Analysis of the Fascist School Textbooks2: Legitimising Fascism in the Historical Trajectory………………………………………………………134 Pre-history, antiquity and the Roman era……………………………………………………..134 1. Romanità from the Risorgimento to Fascism………………………………………………………………………136 2. Quantitative analysis of language in the textbook narration…………………………………………141 3. Which Rome? Republic or Empire? What kind of Empire?: Romanità in the textbooks…….145 Between 476 and the 17th century: dilemmas of Romanità and Italian greatness………….154 1. Quantitative analysis of terminology in the textbook narration………………………………………..155 2. Interpretations and use of the Middle Ages and Renaissance from the Risorgimento to Fascism……………………………………………………………………………………………………………………………. 159 3. The long ‘Medioevo’ and the subsequent centuries in the Fascist textbooks…………………… 166 The Risorgimento, Liberal Italy, the Great War, and Fascism…………………………………179 1. Divided memory, divided history: from the Risorgimento to Fascism in unified Italy…………181 2. Quantitative analysis of terminology in the textbook narration…………………………………………194 3. From the French Revolution to Fascist Italy: patriotism, sacrificial heroes and the ideal Fascist men ...................................................................................................................................... 197 Conclusion…………………………………………………………………………………........216 CONCLUSION…………………………………………………………………………….218 APPENDIX……………………………………………………………………………..….228 BIBLIOGRAPHY…………………………………………………………………………232 Acknowledgements Like all other PhD theses, there are uncountable help, advices, inspirations, hospitalities, encouragement and support behind this study. I would like to appreciate them in this space. First of all, I must thank my supervisor Dr. Fabrizio De Donno and advisor Dr. Giuliana Pieri. They not only provided me with a great guidance. Also Giuliana was the saviour of this project who still saw the potential in my poor writing and gave me a chance to restart a PhD when my study at UCL was hanging on the verge of failure. Fabrizio’s encouragement and advices were equally precious because they resuscitated my enthusiasm and showed me a right direction of the thesis in my first year at Royal Holloway Italian. It might be impossible to get through the long and lonely life of a PhD study without good friends and fellow students. First, I would like to thank my two dearest friends, Dr. Patrick McGauley (UCL Italian) and Dr. Pamela Schievenin (Queen Mary and IHR) than anyone else. I have learned a lot from Patrick not only about Italy, Ireland and football, but also humility of an intelligent guy. Lunchtime conversations with him in the British Library café were a valuable pleasure and hidden gem of my PhD life. Pamela was always happy to help me. She invited me to many great academic activities and events in Italian Studies around London and accommodated me in my first research trip in Rome. Most of all, both Patrick and Pamela were the persons who always supported and comforted me most in the hard time. Dr. David Convery (Cork and Galway) is also a memorable part of my last four years. I admire his broad knowledge on Labour history, socialism, and archaeology. Also his talks with Patrick often enlightened me on the complex history of relationship between Ireland and Britain. Recalling back my early years in Britain, there are also many who helped to make this project possible.
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