“Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945
In the autumn of 1922, the fascist movement’s squadristi, led by Benito Mussolini and the quadrumvirs, marched on Rome in order to demand an end to the parliamentary paralysis that had cost Italy so much during the Great War. Upon taking power, the new regime launched its most ambitious plan: an ant...
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| Formato: | Online |
| Idioma: | espanhol |
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El Colegio de México, A.C.
2020
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| Acesso em linha: | https://historiamexicana.colmex.mx/index.php/RHM/article/view/4021 |
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Historia Mexicana |
| authentication_code | dc |
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| _version_ | 1844255869936599040 |
| author | Spindola Zago, Octavio |
| author_facet | Spindola Zago, Octavio |
| author_sort | Spindola Zago, Octavio |
| category_str_mv |
"Bolivia", "hyperinflation", "economic crisis", "Bolivia", "hiperinflación", "crisis económica"
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| collection | OJS |
| description | In the autumn of 1922, the fascist movement’s squadristi, led by Benito Mussolini and the quadrumvirs, marched on Rome in order to demand an end to the parliamentary paralysis that had cost Italy so much during the Great War. Upon taking power, the new regime launched its most ambitious plan: an anthropological revolution in order to forge the new man. To this end, it led the economy down the path of corporatism, established a one-party state and redesigned educational policy. This last undertaking was initially the responsibility of Giovanni Gentile, the architect of the 1923 Education Reform. During what Felice has referred to as the “Time of Consensus,” he was replaced by Giuseppe Bottai, an ideologue of corporatism, who worked to consolidate the educational system, promulgating the Carta della Scuola in 1939. Current debates on Italian fascism as a global phenomenon and as an exporter of cultural subjectivities and political experiences (which were received in a fashion that involved negotiations of their meaning and implementation) seek to situate the capacity of the fascist state to put its geopolitical project into action. In the historiography, there is currently a consensus that Italian fascists had neither the economic means nor the capacity for diplomatic penetration of their Nazi counterparts. Nevertheless, this article involves a case study demonstrating the fascist commitment to forging Italians, no matter where they lived. A variety of mechanisms were employed for this purpose, from ambassadors to informal diplomats or independent actors who were seduced by Rome, as was the case with the Salesian Congregation in the Chipilo colony. |
| format | Online |
| id | oai:oai.historiamexicana.colmex.mx:article-4021 |
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| journal | Historia Mexicana |
| language | spa |
| publishDate | 2020 |
| publisher | El Colegio de México, A.C. |
| record_format | ojs |
| Terms_governing_use_and_reproduction_note | Derechos de autor 2019 Historia Mexicana |
| data_source_entry/ISSN | Historia Mexicana; Vol. 69, Núm. 3 (275) enero-marzo 2020; 1189-1246 2448-6531 0185-0172 |
| spelling | oai:oai.historiamexicana.colmex.mx:article-40212023-09-30T04:45:55Z We’ve Forged Italy, Now We Have to Forge Italians: The Transnational Educational Mechanisms of Italy’s Fascist Regime, 1922-1945 “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 Spindola Zago, Octavio Chipilo Italy pedagogical system fascism Salesian Congregation global history 20th Century Chipilo Italia sistema pedagógico fascismo Congregación Salesiana historia global siglo XX In the autumn of 1922, the fascist movement’s squadristi, led by Benito Mussolini and the quadrumvirs, marched on Rome in order to demand an end to the parliamentary paralysis that had cost Italy so much during the Great War. Upon taking power, the new regime launched its most ambitious plan: an anthropological revolution in order to forge the new man. To this end, it led the economy down the path of corporatism, established a one-party state and redesigned educational policy. This last undertaking was initially the responsibility of Giovanni Gentile, the architect of the 1923 Education Reform. During what Felice has referred to as the “Time of Consensus,” he was replaced by Giuseppe Bottai, an ideologue of corporatism, who worked to consolidate the educational system, promulgating the Carta della Scuola in 1939. Current debates on Italian fascism as a global phenomenon and as an exporter of cultural subjectivities and political experiences (which were received in a fashion that involved negotiations of their meaning and implementation) seek to situate the capacity of the fascist state to put its geopolitical project into action. In the historiography, there is currently a consensus that Italian fascists had neither the economic means nor the capacity for diplomatic penetration of their Nazi counterparts. Nevertheless, this article involves a case study demonstrating the fascist commitment to forging Italians, no matter where they lived. A variety of mechanisms were employed for this purpose, from ambassadors to informal diplomats or independent actors who were seduced by Rome, as was the case with the Salesian Congregation in the Chipilo colony. Otoño de 1922, las “escuadras de combate” del movimiento fascista marchan sobre Roma con Benito Mussolini y los miembros del Quadrumvirato a la vanguardia, demandando el final de la parálisis parlamentaria que había costado tan caro a Italia durante la Gran Guerra. Asaltado el poder, el nuevo régimen puso en marcha su objetivo más ambicioso: una revolución antropológica para forjar un nuevo hombre. Para este fin condujo la economía por los senderos del corporativismo, encuadró al Estado dentro del partido único y refundó las directrices de la política educativa. Esta última encomienda recayó, primero, en manos de Giovanni Gentile, arquitecto de la reforma educativa de 1923. Con el régimen en lo que Felice ha denominado como “la hora del consenso”, tocó el turno a Giuseppe Bottai, ideólogo del corporativismo, la labor de operar la consolidación del sistema educativo, promulgando la Carta della Scuola en 1939. Los actuales debates sobre el fascismo italiano como fenómeno global, exportador de subjetividades culturales y experiencias políticas que fueron recepcionadas con negociaciones de sentido e implementación, buscan situar la capacidad del Estado fascista para poner en acto su proyecto geopolítico. Existe actualmente en la historiografía consenso respecto a que no dispuso de los medios económicos ni la capacidad diplomática de penetración que su contraparte nazi. No obstante, en este artículo se ensaya un ejercicio de estudio de caso para demostrar la convicción mussoliniana para hacer a los italianos donde quiera que estos estuviesen. Dispuso para ello de una variedad de aparatos, desde las legaciones y embajadas, hasta la diplomacia informal o actores independientes cuyos intereses fueron seducidos por Roma, como es el caso de la Congregación Salesiana en la colonia de Chipilo. El Colegio de México, A.C. 2020-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://historiamexicana.colmex.mx/index.php/RHM/article/view/4021 10.24201/hm.v69i3.4021 Historia Mexicana; Vol. 69, Núm. 3 (275) enero-marzo 2020; 1189-1246 2448-6531 0185-0172 spa https://historiamexicana.colmex.mx/index.php/RHM/article/view/4021/4003 https://historiamexicana.colmex.mx/index.php/RHM/article/view/4021/4011 Derechos de autor 2019 Historia Mexicana |
| spellingShingle | Chipilo Italy pedagogical system fascism Salesian Congregation global history 20th Century Chipilo Italia sistema pedagógico fascismo Congregación Salesiana historia global siglo XX Spindola Zago, Octavio “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title | “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title_alt | We’ve Forged Italy, Now We Have to Forge Italians: The Transnational Educational Mechanisms of Italy’s Fascist Regime, 1922-1945 |
| title_full | “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title_fullStr | “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title_full_unstemmed | “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title_short | “Hemos hecho Italia, ahora tenemos que hacer a los italianos”. El aparato educativo transnacional del régimen fascista italiano, 1922-1945 |
| title_sort | hemos hecho italia ahora tenemos que hacer a los italianos el aparato educativo transnacional del regimen fascista italiano 1922 1945 |
| topic | Chipilo Italy pedagogical system fascism Salesian Congregation global history 20th Century Chipilo Italia sistema pedagógico fascismo Congregación Salesiana historia global siglo XX |
| topic_facet | Chipilo Italy pedagogical system fascism Salesian Congregation global history 20th Century Chipilo Italia sistema pedagógico fascismo Congregación Salesiana historia global siglo XX |
| url | https://historiamexicana.colmex.mx/index.php/RHM/article/view/4021 |
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