Género - History Lab

Didactics 2.0 Museums in women’s terms

ad_hlab_min — Sat, 19 Feb 2022 16:34:35 +0000

Didactica 2.0 Museos en Femenino is the result of joint work between a team from the Instituto de Investigaciones Feministas of the Universidad Complutense de Madrid, the Asociación e-Mujeres and the teams from the museums participating in the project: Museo del Prado, Museo Nacional Centro de Arte Reina Sofía, Museo Arqueológico Nacional, Museo del Traje and Museo Nacional de Cerámica González Martí. The project focuses on women in art and aims to develop joint actions in the field of museums to disseminate and facilitate knowledge of the cultural heritage held in them and promote their integration. On the website, each of the participating museums offers detailed and precise itineraries, as well as access to the corresponding teaching guides. These guides are extremely useful for both students and teachers. It is therefore a very useful tool for dissemination and teaching to guide the analysis of art and history from a gender perspective. For the period of the Modern Age, the proposals that best fit its chronology are those of the Museo del Prado and, in part, those of the Museo Nacional de Cerámica González Martí and the Museo del Traje.

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Madrid, city of women

ad_hlab_min — Sat, 19 Feb 2022 16:34:35 +0000

“Madrid, city of women” is a collaborative project that aims to show from different points of view the presence, past and present, of women in the city of Madrid, their historical, social, economic and cultural protagonism. With the intention of giving women back their place in the cartography of the city, an interactive map has been created that geolocates their experiences. There are also several short videos https://www.youtube.com/channel/UC-nroLMlxJy2h4X50oYqALA/videos that allow you to visualise and learn more about women’s history. The project, coordinated by Marián López Fernández Cao, from the Institute for Feminist Research at the Complutense University of Madrid, was created under the Erasmus + Divercity programme with the aim of connecting the associative movement, museums, the university and the city. The Ministry of Education, Culture and Sport and Madrid City Council have also collaborated in the development of this platform. The project aims to renew the view of the city from the point of view of women’s history, recognise the presence of women in cultural and scientific development, show the presence of women in the economic and industrial fabric of the city, show women as a key group in education, show the potential of women for the achievement of equality and the potential of women as creators of spaces of habitability and care.

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Didactic/divulgative resources on the History of women and gender relations in Spain

ad_hlab_min — Sat, 19 Feb 2022 16:34:29 +0000

This website brings together a series of didactic/divulgative resources on the history of women and gender relations in Spain produced by teachers, graduates and undergraduate students. It is a site in a permanent process of construction. Chronologically planned in the long term, each section offers videos on monographic issues that can be found on its YouTube Channel. In addition, the videos are accompanied by lists of specific bibliographies for further knowledge and links to other websites in some cases. The website, which is the result of several teaching innovation projects, aims to bring research on women’s history and gender relations to students, teachers at different levels of education and the general public.

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Nobility and entailed estate in Orihuela: the importance of the surname

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The text discusses the importance of the surname for noble families in the 17th and 18th century. The fragment shown below refers to a primary source by which Cristóbal Rocamora y Molins, a resident of Orihuela, initiated a lawsuit against Antonia de Heredia y Rocamora, eighth Marquise of Rafal. The lawsuit, initiated in 1772, was based on a clause of the foundation of the entailed estate of Rafal in 1638. In it we can see how the founder emphasised the importance of the surname, thus giving priority to the male over the female; if the successor was a woman, she was destined to marry a husband whose surname was Rocamora, thus ensuring that the entailed estate was linked to her lineage in perpetuity. The result of the lawsuit was that Antonia de Heredia lost the right to possession of the entailed estate when she refused to marry a relative of hers who bore the aforementioned surname.

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The post Nobility and entailed estate in Orihuela: the importance of the surname first appeared on History Lab.

The conferences of the famous city of Tortosa

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The exclusion of women from the field of education has been a widespread reality for many centuries, and Europe was no exception. Despite the fact that this area gradually became one of the most outstanding centres of knowledge production on the planet, the succession of paradigms of knowledge (Scholasticism, Scientific Revolution, Enlightenment, etc.) did not contemplate women as generators of knowledge. At this time, the role of women was to be reduced to housework and the education of children. Nevertheless, the profile could vary according to social status. For example, women who belonged to the nobility or the bourgeoisie could be somewhat better educated than their lower-ranking counterparts. Women’s education had already been considered as far back as Plato, and in the modern era, Juan Luis Vives’ work (De institutione feminae christianae), published in 1523, was also a case in point. However, the repercussions of this type of approach were not profound, and it would not be until the 18th century that a concern for the instruction of women would be shown. In this case, this is a text from the 16th century which shows the marginal situation of women in the field of education. It would be interesting to show the students the historical situation of exclusion of women from educational training, which on the other hand explains their absence in the production of knowledge, inventions, etc. Despite the fact that in the underground there will always be women who escaped from these rigid rules that for centuries governed society, it would be interesting to show the students the historical situation of women’s exclusion from educational training, which also explains their absence in the production of knowledge, inventions, etc

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Practical doctrines that he used to explain in his missions

ad_hlab_min — Sat, 19 Feb 2022 16:33:29 +0000

The conquest of the Indies was a process that was accompanied by the evangelisation of the new human groups that inhabited them. This evangelising enterprise was assigned to the church which, under its different religious orders, implemented models of evangelisation according to the peoples for whom they were intended. This was a process in which there were both permanence and change, because elements of the ancient religions of the New World also had to be incorporated. In this case, Pedro de Calatayud formulated the principles of Catholic womanhood to which Guaraní women had to adhere. This is a reconfiguration of the conquered society and its adaptation to the conquistador. The new social models were contradictory to the native ones. For example, the nuclear family was imposed instead of the extended family, so that households had to include only parents and children. Likewise, attempts were made to eradicate practices such as excessive alcohol consumption, polygamy and free liaisons. In short, the prototype of the Catholic family was imposed, whose bond of union was only contemplated under canonical marriage. This often led to a clash between the two worldviews of women. In general, women’s participation in Guaraní society was more active and involved many more places than the Catholic prototype, which required them to stay at home and focus on pleasing their husbands and fulfilling their duties as housewives. It is striking that the vices that are criticised seem to come from the peninsular context, where women’s idleness was frowned upon and criticised in almost all the educational plans of the time.

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