Regional identity and the educational policy and legislation of the Spanish Democratic Transition (1979-1985)

Abstract

This paper addresses the relationship between identity and educational policy during the historical period known as the Democratic Transition, between 1979 and 1985. During those six years, Spain went through a period of transformation, from dictatorial and centralized regime to a democratic and decentralized one. Concurrently, an educational system was born where regional identities were particularly important as an essential element for the exercise of their full autonomy. The objective of this research is to demonstrate that identity becomes one of the fundamental axes of educational policies during this period. The analysis exhaustively uses 42 legal texts, such as the Statutes of Autonomy and the Decrees and Laws approved by the Spanish Autonomous Communities. Surveys prepared by the Center of Sociological Research (CIS), a Spanish public body, were used to examine how the application of this new regulation contributed to the transformation of the regional identities of younger generations. The results show that regional cultures are relevant elements in regional regulations introduced in the first years of the Spanish Democratic Transition and that they played a part in changing the regional “feelings” of the youth population.