Colonial Dreams and Nightmares: British and French Perceptions of Republican Policies in Spanish Morocco (1931–1936)

Historians’ continuing interest in the origins of the Spanish Civil War has recently extended to the colonial policies of the Spanish Second Republic in Morocco, a relatively unexplored issue in previous decades, which has informed new approaches to the military uprising of July 1936. Foreign sources and archives, however, have been generally overlooked in this context. This article claims that British and French delegates in Morocco made critical observations about republican reforms in Spanish Morocco, which have much to add to this debate. They raised questions regarding the continuity of republican policies in Morocco and the anti-republican attitudes within the Army of Africa. They also challenged conventional knowledge concerning the difficulties encountered by alternative colonial projects in Morocco. In the end, their reports not only questioned metropolitan options but also anticipated the attitudes of the British and French governments, vis-à-vis the military rebellion.     

The monastic conversion of Romuald of Ravenna and the church of Sant’Apollinare in Classe

Romuald of Ravenna was one of the foremost reformers of the late tenth and early eleventh century, devoting his energy to establishing monastic communities that emphasised asceticism. After his death, he was celebrated for this work in a vita written by Peter Damian that described the conditions of the conversion of Romuald, who rejected the world after an encounter with St Apollinaris in the church of Sant’Apollinare in Classe outside Ravenna. Peter Damian’s detailed account of this space not only created a fitting location for the conversion to monastic life, but in its appropriation of the visual, textual and hagiographic landscape it would have invited his eleventh-century audience who entered Sant’Apollinare in Classe to share in the same type of experience as his monastic hero, Romuald, and to connect with Ravenna’s late antique patron saint directly.     

Dewey’s concept of experience for inquiry-based landscape drawing during field studies

The epistemological and educational philosophy of John Dewey is used as a theoretical basis to analyze processes of knowledge construction during geographical field studies. The experience of landscape drawing as a method of inquiry and a starting point for research-based learning is empirically evaluated. The basic drawing skills are acquired through an online drawing course. The main aim is to foster the self-organized acquisition of relevant skills to explore, describe and reflect on subjective mental and linguistic concepts in relation to scientific landscape models. The results, based on an evaluation of the students’ drawings, their responses to questionnaires and a review of students’ “reflective notes”, indicate that the approach motivated students to learn about the processes which formed the landscape and that the students perceived the method of inquiry after Dewey as a way to overcome cognitive dissonance.