Children’s education and mental health in Spain during and after the Civil War

Psychiatry, psychology and “biological pedagogy” at the service of Franco’s regime

Bibliographic Data

ID10325909
AuthorsAmparo Gómez Rodríguez (0000-0001-5710-9320, Universidad de La Laguna, corresponding author), Amparo Gómez, Antonio Francisco Canales Serrano (0000-0002-7035-1194, Universidad de La Laguna)
Year2016
Volume52
Issue1-2
Pages154-168
Publication date2016-02-15
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePaedagogica Historica (JOURNAL)
Journal identifiersISSN: 0030-9230 • E-ISSN: 1477-674X
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00309230.2015.1133669
OpenAlexW2281746564
LanguageEN
Citations received1

This article analyses the child psychiatry and psychology developed during the Spanish Civil War and immediate postwar period. The aim is to demonstrate that, despite the existence of a certain degree of disciplinary continuity in relation to the pre-war period, both disciplines were placed at the service of Francoism. This meant that the association of psychology and psychiatry with pedagogy in order to educate/cure children played a key role in legitimising the child intervention policies of Franco’s regime, and this strategy was best reflected in Vallejo Nágera’s proposal regarding “biological pedagogy”. Finally, it analyses how psychiatry and psychology were used outside the school context to re-educate and control an infant population trapped between two worlds as the result of the Civil War

Civil service · Mental health · Mental health service · Military service · Pedagogy · Political science · Psychiatry · Public service · Service (business · Sociology · Spanish Civil War · History of Education in Spain · Law · Medical History and Research · Medicine and Dermatology Studies History · Psychology · Public Administration

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