Thesis (M.A.)--Ohio State University, 1987. / Includes bibliographical references (leaves 62-65). Available online via OhioLINK's ETD Center.

Thesis (M.Sc.)--The University of Manitoba, 1999. / Includes bibliographical references.

This thesis explores the scantly studied Spanish anarchist exile that followed the Spanish Civil War (1936-1939) and lasted until Francisco Franco’s death and, arguably, beyond. So far, Spanish anarchist exile has occupied a marginal research space under the wider label of “Republican exile”. Within this marginalized exile, I have chosen to address a specific issue: the voluntary return of former anarchist exiles to a dictatorship. The research is built around the controversial case study of a former anarchist Minister, Juan López Sánchez. The thesis tries to discover how, after a period of exile consisting of a short stay in Toulouse, followed by almost 15 years in England and 14 in Mexico, this former Minister constructed a discourse that justified his return to Spain at the age of 66, and the reasons why he collaborated with the Francoist Sindicato Vertical [Vertical Union]. The research attempts to extrapolate from the problems affecting a specific person (Juan López Sánchez) in a particular historical moment (1939-1975) to gain a broader understanding of the experience of returning Spanish exiles and refugees. The theorizing thus goes to a certain extent from the general to the particular. Methodologically, the study is developed based on an interdisciplinary vision. It draws on qualitative methodology to analyse the intellectual output of Juan López Sánchez and his contribution to newspaper publications in exile, which will help us understand the experience of exile and broader human dimension of the former Minister. At the heart of this data lies a corpus of 630 letters that the Minister sent and received between 1939 and 1971. Through the study of this correspondence, which has hitherto remained unexamined, Juan López Sánchez held a rich and insightful dialogue with 73 leading republican figures inside and outside of Spain, providing invaluable insights into the exile and return from both a personal and political perspective. The findings of the thesis hope to contribute to the historiographical, theoretical, cultural and humanistic gaps surrounding the work and memory not only of Juan López Sánchez, but also of many other intellectuals who attempted to reintegrate into Spanish society during the Franco regime, a subject which has so far been generally rejected as a field of study by the academic establishment.

This work is an investigation into the background of a phemomenon found in the field of folklore, namely, public shame. In particular, the Spanish Inquisition provides the context for an enquiry into why a people accepted the humiliation of its fellows in the name of religion. The main quarry of the Inquisition were apostate Jews, who, after forcible conversions to Christianity, were spied on and betrayed whenever the slightest deviation from Catholic dogma was perceived. Contrition, expressed by public exhibition in an auto-de-fe or by burning, was held to be Penance. The enquiry shows the development of public penance from the appearance of Jewish monotheism through to the first centuries of Christianity (Chapter II). In the Christian era, penance was a voluntary act of self-humiliation, but later innovations from the Celtic Church modified its stringencies. Meanwhile the Spanish Church maintained the older, harsher forms (Chapter III). The Papal Inquisition of 1232 insisted on public penance by the wearing of "crosses", and its whole machinery of inquisition passed to the Spanish Inquisition (Chapter IV). Then, the Jewish persecution by the Spanish Church from 303 to 1480 is traced. Forcible conversion of Jews in 1391 split Spanish society into Old Christians and New, from which grew the problem of heresy (apostasy). By 1478 converso Jews held important positions in Church and State (Appendix A), and the Church thought it saw, through apostates, a threat to both the purity of the Faith and to Spanish sovereignty. Reacting to heresy, the Inquisition carried its penalties to such extremes as to suggest that its chief motivation was fear (Chapter V) . Chapters VI and VII set out the extent of the public humiliation of accused persons: Chapter VIII deals with the strong correspondence between the components of a "craze" such as the witchhunts of sixteenth and seventeenth century Europe, and the principal elements of the Inquisition. The origins of both seem to lie in the realm of imaginary fear and hatred.

This thesis consists, in the first place, of a social history of education in Spain, centered on the decade of the sixties which led up to the 1970 Education Act and the economic, political and social processes involved in the passing of this Act. At this time, Spain was still dominated by a fascist dictatorship but was emerging from its state of isolation created by Franco's victory in the Spanish Civil War and undergoing a process of great social and economic change. As a result a unique process of -modernization-, full of contradictions and restraints owing to the fascist nature of the Regime took place. The thesis maintains that the education system was ill prepared for this challenge and indeed played a minor role in the social transformation produced by an important industrializing process and large migration to the industrial centres. The main part of the thesis is centered on teachers themselves and how they responded to the objective conditions analysed in the first part. Teachers found themselves immersed in a changing society and in an antiquated institution incapable of adapting to the changes. Even the so called reform proposed by the Regime was an attempt at apparent reform without change. Those teachers who developed politically and became active anti Regime 1. mil itants, offered and aspired to a quite different educational solution expressed in the democratic -Alternative-, The development of a broad teachers' movement, of pedagogic groups and of a parents' movement, within the area of preschool, primary and secondary school ing is the main subject of this thesis, This study shows the difficulties of their activities under severly repressive conditions, and how their methods of struggle, the influence its nature had on its content and the fact that their very opposition to the Regime represented a pol itical advance in anti fascist resistance gave place to the development of a democratic -Alternative· shared by all progressive t.achers of the epoch.

My thesis examines four major religious commissions from distinct points within Goya's artistic development. Each piece serves as a touchstone for a discussion of its particular moment, provoking analyses of iconography, history, aesthetics, or patronage. These paintings offer profound evidence of the artist's ability to tactfully navigate the demands of involved patrons, religious decorum, complex aesthetic allegiances, and his own desire for invention. My thesis opposes teleological readings of Goya's work that have historically privileged both his secular and later work. Instead, I take an episodic approach and argue the merit of each work on its own for revealing a unique and invaluable element of Goya's artistic identity. By demonstrating the similarity in conception that exists between Goya's religious and non-religious works, and by asserting the equivalent value of these two traditional groupings, I aim to deconstruct the religious genre itself as it pertains to Goya.

War-focused life-writing and the study of the female subject in a period where war had the potential to destabilise traditional women's roles and identities remains an under researched topic. This thesis focuses on how the self-representation of the lives of right wing women were discursively constructed and reflexively represented in relation to large scale political, social and economic contexts. It supports Passmore's view that by deconstructing the traditional binary position in which right-wing women found themselves, they 'are no longer seen simply as such as victims or victimisers, but as both simultaneously. This thesis draws upon the life-writing of four women who belonged to Franco's elite regime: Maria Rosa Urraca Pastor, Regina García, Pilar Millán Astray and Pilar Primo de Rivera and explores the (re)construction and reflexive representations of the self. It shows how they not only struggled to identify with one collective group, but adopted and shifted between different collective identities. It demonstrates how womanhood and motherhood were created, recreated, redefined and modified to become a politicised and patriotic idea of woman. It shows how these four women reconstructed a new (female) identity by adapting their femaleness and their expected role as women in order to achieve acceptance within the Francoist movement. This thesis shows the need to rethink the right-wing meaning of womanhood, motherhood, and female agency in contemporary scholarship.

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