This thesis compares adolescent engagement with the First World War in Ireland and New Zealand between 1914 and 1918. Twenty-five elite boys' secondary schools are used as case studies, including Catholic and Protestant institutions. This approach not only captures a common adolescent cohort, but also brings transnational connections to the fore; Catholics comprised approximately 14 percent of New Zealand's population, at least nine-tenths of whom were of Irish descent. In addition to differentiating student behaviour from adult-articulated expectations, boys' responses to the war are juxtaposed against those of their teachers. Using school periodicals, newspapers, and memoirs, this thesis partially recovers the neglected history of adolescent wartime experiences in two under-researched regions of the British Empire. It also elucidates the ways in which hostilities disrupted age-specific concerns and practices in elite school settings. Age was critical in shaping how male non-combatants were impacted by, and reacted to, the conflict. This argument is substantiated by in-depth analyses of several related themes, including 'war enthusiasm', death, dissent, and cultural 're-mobilization'. While the First World War was near-uniformly identified as a crucial event, staff responses were mediated by longstanding orientations and responsibilities. Teachers prioritised institutional concerns such as state funding and school status throughout. Irish and New Zealand adolescents also engaged with hostilities on their own terms; 'boy culture' and age-related interests provided a constant baseline against which external interventions into daily life were evaluated. These cross-national similarities were modulated by immediate contexts. Coercive measures implemented by the state did not always receive popular support, contributing to new political trajectories and visions of the future within particular communities. National parameters also had the final say as to when students could legally enlist. This intersection of age and place ultimately proved pivotal in determining civilian reactions to major global developments during the 1910s.

Made available in DSpace on 2016-12-08T16:59:52Z (GMT). No. of bitstreams: 1 Daniel.pdf: 14575 bytes, checksum: fd55f0516134860970e40416a2086111 (MD5) Previous issue date: 2012-03-05 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The history of an institution such as the Young Offender Rural Facility of Anitapolis (Santa Catarina, Brazil), rather than being an analysis restricted to the events of a particular institution or even mere expression of a regional and national situation, appears to the historian as a possibility to reconstruct stories of children and young people, their trajectory, their social and educational integration and their resistance to the public policies in the First Republic (1889-1930). The Young Offender Rural Facility of Anitapolis, from its founding in 1918 until the end of its activities in 1930, presents us with interesting elements to the understanding of the stay of those children, mostly from Rio de Janeiro, at that institution. Understanding the institution in its internal dynamics, its networks of relationships established between its residents or with its educational agents provides us with important instruments to understand the complexity of relationships and behaviors of people commonly investigated only in the production area. The location of the institution and its demands, however, can not be seen leaving aside the area of education and work, since people act simultaneously in both worlds. The world of education and the world of work, as well as the Colonial Center and the Young Offender Rural Facility, are connected by the experiences and everyday practices of the minors and their teachers, seen as social subjects in this perspective. Thus, the life at the Facility is directly linked to the life of the Colonial Center (Anitapolis), making it necessary to observe what are the channels of dialogue, in which the games of power and rights disputes are played. The dissertation was organized into three chapters. In the first chapter, entitled Action and perspective of the State on minors, we present a scenario of the Brazilian government position in relation to public policies regarding children. In the second chapter, called The Young Offender Rural Facility of Anitapolis, we investigated the pedagogical and social-administrative practices present in the institution and imposed by the pedagogy of progress. In the third chapter, entitled Action and perspective of the subjects: the minors and the Rural Facility, we researched the existing relations of sociability between inmates in the Rural Facility as well as with the Colonial Center. Several documents were investigated, such as official letters, messages, reports and information related to the Rural Facility, the Colonial Center of Anitapolis, and the Ministry of Agriculture, Industry and Trade, between the years 1918 and 1930. A research was also done in newspapers, reports of the Governors of Santa Catarina and documentary collections on police, minority and legislation over the period. In this thesis we reflected on the inclusion of these young people and their relationships with the institution of education and correction, focusing mainly on the analysis of forms of participation of children and young people in the institution and their interaction with the colonial Center / A história de uma instituição como o Patronato Agrícola de Anitápolis (Santa Catarina, Brasil), antes de se tratar de uma análise restrita aos acontecimentos de uma determinada instituição ou, ao contrário, simples expressão da conjuntura regional e nacional, aparece para o historiador como uma possibilidade de reconstruir histórias de crianças e jovens, suas trajetórias, sua inserção social e educacional e suas resistências às políticas públicas na Primeira República (1889- 1930). O Patronato Agrícola de Anitápolis, desde sua criação em 1918, até o término de suas atividades, em 1930, nos apresenta elementos instigantes para a compreensão da estadia dos menores, vindos em sua maioria do Rio de Janeiro, neste estabelecimento. Compreender a instituição em sua dinâmica interna, suas redes de relacionamentos estabelecidas entre seus moradores ou com seus agentes educacionais fornece-nos instrumentos importantes para entender a complexidade das relações e dos comportamentos de pessoas comumente investigadas apenas no espaço produtivo. O local da instituição e suas demandas, no entanto, não podem ser entendidos desvinculados do espaço do ensino e do trabalho, uma vez que as pessoas atuam, simultaneamente, nestes dois universos. O universo do ensino e o universo do trabalho, assim como o Núcleo Colonial e o Patronato Agrícola, estão conectados pelas experiências e práticas cotidianas dos menores e de seus educadores, vistos nesta perspectiva como sujeitos sociais. Desta forma, a vida do Patronato está diretamente vinculada à vida do Núcleo Colonial (Anitápolis), tornando-se necessário observar quais são os canais de interlocução em que os jogos de poder e as disputas por direitos são travados. A dissertação foi organizada em três capítulos. No primeiro capítulo, intitulado A açãoe a ótica do Estado sobre os menores, apresentamos um cenário das posições do Estado brasileiro em relação às políticas públicas relativas à infância. No segundo capítulo, denominado O Patronato Agrícola de Anitápolis, investigamos as práticas pedagógicas e sócio-administrativas vigentes na instituição e impostas pela pedagogia do progresso. No terceiro capítulo, intitulado A ação e a ótica dos sujeitos: os menores e o Patronato pesquisamos as relações de sociabilidade existentes entre os internos no Patronato Agrícola e destes com o Núcleo Colonial. Trabalhamos com diversos documentos, tais como ofícios, mensagens, relatórios e informativos vinculados ao Patronato Agrícola, ao Núcleo Colonial Anitápolis, e ao Ministério da Agricultura, Indústria e Comércio, entre os anos de 1918 a 1930. As pesquisas também foram feitas em periódicos (jornais), relatórios dos Governadores de Santa Catarina e nos fundos/coleções documentais sobre polícia, menoridade e legislação vigente sobre o período. Nesta pesquisa refletimos sobre a inclusão desses jovens e suas relações com a própria instituição de educação e correção, enfatizando principalmente a análise das formas de participação das crianças e jovens na instituição e em sua interação com o núcleo colonial História da Infância e Juventude. Patronato Agrícola. Menoridade