Eugenia Roldán Vera – författare

The British Book Trade and Spanish American Independence is a pioneering study of the export of books from Britain to early-independent Spanish America, which considers all phases of production, distribution, reading, and re-writing of British books in the region, and explores the role that these works played in the formation of national identities in the new countries. Analysing in particular the publishing house of Rudolph Ackermann, which dominated the export of British books in Spanish to the former colonies in the 1820s, it discusses the ways in which the printed form of these publications affected the knowledge conveyed by them. After a survey of the peculiar characteristics of print culture in early-independent Spanish America and the trends in the import of European books in the region, the author examines the operation of Ackermann's publishing enterprise. She shows how the collaborative nature of this enterprise, involving a number of Spanish American diplomats as sponsors and Spanish exiles as writers and translators, shaped the characteristics of its publications, and how the notion of 'useful knowledge' conveyed by them was deployed in the service of both commercial and educational concerns. The hitherto unexplored mechanisms of book import, distribution, wholesale and retailing in Spanish America in the 1820s are also analysed as is the way in which the significance of the knowledge transmitted by those books shifted in the course of their production and distribution. The author examines how the question-and-answer form of Ackermann's textbooks constrained both publishers and writers and oriented their readers' relation with the texts. She then looks at the various ways in which foreign knowledge was appropriated in the construction of individual, social, national, and continental identities; this is done through the study of a number of individual reading experiences and through the analysis of the editions and adaptations of Ackermann's textbooks during the nineteenth century.

The British Book Trade and Spanish American Independence is a pioneering study of the export of books from Britain to early-independent Spanish America, which considers all phases of production, distribution, reading, and re-writing of British books in the region, and explores the role that these works played in the formation of national identities in the new countries. Analysing in particular the publishing house of Rudolph Ackermann, which dominated the export of British books in Spanish to the former colonies in the 1820s, it discusses the ways in which the printed form of these publications affected the knowledge conveyed by them. After a survey of the peculiar characteristics of print culture in early-independent Spanish America and the trends in the import of European books in the region, the author examines the operation of Ackermann''s publishing enterprise. She shows how the collaborative nature of this enterprise, involving a number of Spanish American diplomats as sponsors and Spanish exiles as writers and translators, shaped the characteristics of its publications, and how the notion of ''useful knowledge'' conveyed by them was deployed in the service of both commercial and educational concerns. The hitherto unexplored mechanisms of book import, distribution, wholesale and retailing in Spanish America in the 1820s are also analysed as is the way in which the significance of the knowledge transmitted by those books shifted in the course of their production and distribution. The author examines how the question-and-answer form of Ackermann''s textbooks constrained both publishers and writers and oriented their readers'' relation with the texts. She then looks at the various ways in which foreign knowledge was appropriated in the construction of individual, social, national, and continental identities; this is done through the study of a number of individual reading experiences and through the analysis of the editions and adaptations of Ackermann''s textbooks during the nineteenth century.

The British Book Trade and Spanish American Independence is a pioneering study of the export of books from Britain to early-independent Spanish America, which considers all phases of production, distribution, reading, and re-writing of British books in the region, and explores the role that these works played in the formation of national identities in the new countries. Analysing in particular the publishing house of Rudolph Ackermann, which dominated the export of British books in Spanish to the former colonies in the 1820s, it discusses the ways in which the printed form of these publications affected the knowledge conveyed by them. After a survey of the peculiar characteristics of print culture in early-independent Spanish America and the trends in the import of European books in the region, the author examines the operation of Ackermann''s publishing enterprise. She shows how the collaborative nature of this enterprise, involving a number of Spanish American diplomats as sponsors and Spanish exiles as writers and translators, shaped the characteristics of its publications, and how the notion of ''useful knowledge'' conveyed by them was deployed in the service of both commercial and educational concerns. The hitherto unexplored mechanisms of book import, distribution, wholesale and retailing in Spanish America in the 1820s are also analysed as is the way in which the significance of the knowledge transmitted by those books shifted in the course of their production and distribution. The author examines how the question-and-answer form of Ackermann''s textbooks constrained both publishers and writers and oriented their readers'' relation with the texts. She then looks at the various ways in which foreign knowledge was appropriated in the construction of individual, social, national, and continental identities; this is done through the study of a number of individual reading experiences and through the analysis of the editions and adaptations of Ackermann''s textbooks during the nineteenth century.

This volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes. It has long been established that history textbooks play a key role in shaping the next generation’s understanding of both past events and the concept of ‘friend’ and ‘foe’. Considering both current and historical textbooks, often through a bi-national comparative approach, the editors and contributors investigate various important aspects of the relationships between textbooks and war, including the role wars play in the creation of national identities (whether the country is on the winning or losing side), the effacement of international wars to highlight a country’s exceptionalism, or the obscuring of intra-national conflict through the ways in which a civil war is portrayed. This pioneering book will be of interest and value to students and scholars of textbooks, educational media and the relationships between curricula and war.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

This volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes. It has long been established that history textbooks play a key role in shaping the next generation’s understanding of both past events and the concept of ‘friend’ and ‘foe’. Considering both current and historical textbooks, often through a bi-national comparative approach, the editors and contributors investigate various important aspects of the relationships between textbooks and war, including the role wars play in the creation of national identities (whether the country is on the winning or losing side), the effacement of international wars to highlight a country’s exceptionalism, or the obscuring of intra-national conflict through the ways in which a civil war is portrayed. This pioneering book will be of interest and value to students and scholars of textbooks, educational media and the relationships between curricula and war.

This volume reflects on the role played by textbooks in the complex relationship between war and education from a historical and multinational perspective, asking how textbook content and production can play a part in these processes. It has long been established that history textbooks play a key role in shaping the next generation’s understanding of both past events and the concept of ‘friend’ and ‘foe’. Considering both current and historical textbooks, often through a bi-national comparative approach, the editors and contributors investigate various important aspects of the relationships between textbooks and war, including the role wars play in the creation of national identities (whether the country is on the winning or losing side), the effacement of international wars to highlight a country’s exceptionalism, or the obscuring of intra-national conflict through the ways in which a civil war is portrayed. This pioneering book will be of interest and value to students and scholars of textbooks, educational media and the relationships between curricula and war.

Libros, negocios y educación es un estudio sobre la importación de libros de Gran Bretaña a Hispanoamérica en los primeros años de vida independiente. Se centra en la empresa multinacional de Rudolph Ackermann, que dominaba el mercado de libros británicos en español, con una amplia circulación e incidencia en la cultura impresa de las naciones americanas emergentes. La autora analiza cómo la materialidad de los libros afectó el conocimiento que transmitían y explora el papel que desempeñaron en la formación de nuevas identidades sociales y nacionales. Esta obra pionera es una contribución fundamental al enfoque de las historias conectadas en el periodo de las revoluciones de independencia americana. Muestra cómo la circulación y el comercio de libros es crucial para entender las relaciones económicas, culturales y educativas en el mundo Atlántico: estas no fueron unidireccionales entre el centro y la periferia del mundo occidental, sino caminos de ida y vuelta. Analiza también cómo los textos escolares adquirieron características materiales específicas que se extendieron mundialmente en forma de modelos pedagógicos transnacionales.

The present volume analyses the actual processes by which liberal ideas and modern educational and cultural projects traveled to, and were institutionalized in, the Latin American context during the post-independence period. It comprises a number of essays that pay attention to the process of importing specific ideas to particular contexts, and to the peculiar dynamics of that communication. Although diverse in theme and methodological approach, all of the studies that make up this volume focus on the typical features characterizing the selection, appropriation and utilization of imported political discourses and institutions, models of schooling and cultural practices. Each of the contributors follows the circulation and appropriation of specific European «ideas» and «models», and discusses the social and cultural characteristics of the process of communication that shaped that circulation.