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Pavel Baloun, Jan Gruber, Jan Mareš, Vít Strobach On Teaching History Under Capitalism and On Talking Heads

It is not the intention of the manifesto to draw across the historical community sharp, bi-polar, or generational lines of conflict. What we intend is to evaluate, based on a clearly presented normative position, some contemporary, readily observable but often overlooked trends pertaining to changes in the teaching of history at Czech universities and in the role of historians in the public space. We are convinced that the two phenomena are interconnected and that the changes we openly or implicitly advocate should apply to both areas at the same time.

Pavel Baloun OTA KONRÁD, RUDOLF KUČERA, Cesty z apokalypsy. Fyzické násilí v pádu a obnově střední Evropy 1914–1922

Pavel Baloun, Jan Gruber, Jan Mareš, Vít Strobach Moral Criticism Instead of Discussion

A reply to discussion contributions ZDENĚK R. NEŠPOR, Co chybí české (historické) vědě? Odpověď na „manifest“ čtyř mladých historiků (What is Czech (Historical) Science Lacking? Reply to the ‘Manifesto’ of Four Young Czech Historians), DTK 8/2012, No. 2, p. 297–304; JIŘI HANUŠ, Kritika kritiky neoliberalismu a ahistorických manifestů (A Criticism of a Critique of Neo-Liberalism and Ahistorical Manifestos), DTK 8/2012, No. 1, p. 145–148.

Pavel Baloun Czechoslovak Civilising Mission: Assimilation Practices for ‘Gipsy’ Children in 1918–1942

This study offers a qualitative analysis of two interrelated practices implemented in interwar Czechoslovakia with respect to ‘gipsy children’. First of all, it deals with so-called ‘gipsy schools’, which were in practice separate auxiliary classes for ‘gipsy children’ established in Slovakia and Transcarpathian Ruthenia in 1927–1938. In the following, the author outlines a practice of taking children from families which were based on Czechoslovak law on ‘vagrant gipsies’, adopted in 1927, identified by authorities as ‘vagrant gipsies’. Both of these separate and largely regionally applied approaches are set within a wider context of implementation of state administration in the areas in question (eastern Slovakia and Transcarpathian Ruthenia on the one hand and Bohemia on the other hand) and within a context of contemporary expert discussions about a ‘re-education of gipsy children’. The author argues that these were two distinct approaches to assimilation of ‘gipsies’ into the Czechoslovak society, that is, to integration based on erasing and fully removing the alleged ‘gipsy’ differentness.