Struggle for ‘Own’ Teacher: State and Private Teacher Training Seminaries in Galicia (1871-1914)
Abstract
The purpose of the research paper is to present the results of a study on the influence and positions of social and group stakeholders on the tasks and content of teacher training in state and private teacher training seminaries in Galicia.
The scientific novelty. The motives, tasks, and factors that led to the establishment and development of teacher training seminaries in Galicia (1871-1914) are comprehensively highlighted; the conflicting interests of government bodies, political forces, public organizations, national intelligentsia, social movements, and urban communities regarding the issue of educational training for primary school teachers are shown. Given the substantial corpus of works on the history of education in Galicia in the second half of the 19th – early 20th century, attention is focused on a comparative assessment of social and group interests, influences, and strategies in the context of the functioning of teacher training seminaries.
Conclusions. In shaping and defining the missions of state and private teacher training seminaries in Galicia from 1871 to 1914, several groups of stakeholders took an active part: representatives of the authorities, political forces, national communities, public organizations, movements, and local communities.
The Regional School Council (pol. Rada Szkolna Krajowa), as the highest body of state power in the field of education in Galicia, sought to form a new generation of people’s teachers through teacher training seminaries capable of replacing poorly educated school teachers, and at the same time show the requisite allegiance to the state.
The most influential conservative political forces in the region (primarily the Stanchyky (pol. Stańczycy)) perceived overly educated teachers as a threat, so they aimed to lower the general educational level of training in seminaries and augment the influence of religious education. Polish and Ukrainian national-political forces and patriotic intelligentsia fought to form ‘own’ nationally conscious teacher as a leader and educator of the people.
The growth of the network of private educational institutions was influenced by the movement for the emancipation of women, strengthening their social role by obtaining the teaching profession.
Local communities became important stakeholders in the development of teacher training seminaries, agreeing to significant financial expenditures and seeking to attract students and teachers to their settlements; they contributed to economic growth and also provided the opportunity for local youth to obtain secondary vocational education.
Funding. The study was prepared based on the results of fundamental research ‘The Socio-cultural Space of Ukraine in the Second Half of the Nineteenth – First Third of the Twentieth Century: the Peasant-centric Dimension’ (state registration number: 0123U101600) with the support of the Ministry of Education and Science of Ukraine.
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