Suchergebnisse

AbstractBy focusing on the individual trajectory of Albert Charton (1893–1980), a French educationalist and civil servant who was active in West Africa and Indochina during the 1930s and 1940s, this article offers an original approach to the analysis of knowledge production and circulation in relation to the colonial world. More specifically, the study of Charton's involvement in several imperial, international, and interimperial bodies allows for a new understanding of the evolution of discussions concerning the content and aims of colonial education, including its growing importance within development paradigms. Such a micro-historical perspective also reveals the mechanisms and sometimes contrasting (political) rationales of the process of internationalisation of educational knowledge, thus providing new insights into the interconnections between imperialism and internationalism.

Cet ouvrage s intéresse à un aspect encore peu connu de l histoire de l éducation en France au XIXe siècle. En s inscrivant dans le récent «/tournant transnational/» de la recherche historique, il examine le vaste système d échanges, de circulations et d emprunts par-delà les frontières qui accompagnent la mise en place du système scolaire moderne entre/1870 et/1914. Son ambition est de montrer comment l école républicaine, souvent pensée comme un élément de l identité nationale et comme un instrument de nationalisation de la société française, s est largement construite en référence à des exemples et modèles étrangers. Le livre adopte une perspective de recherche originale qui remet en cause les frontières classiques de l analyse historique, souvent cloisonnée à la seule sphère nationale, et permet ainsi de placer les débats scolaires hexagonaux dans les circuits européens et mondiaux des idées pédagogiques

Résumé Cet article étudie la genèse du Bureau international de l'enseignement technique, fondé à Paris en 1931 et ses efforts pour constituer un savoir-faire technique destiné à façonner les politiques scolaires européennes. Dans le contexte de la Grande Dépression des années 1930, ce Bureau se configure comme une organisation d'experts dont l'objectif est de repenser la formation des futurs travailleurs. Ceci pour mieux l'adapter à la recomposition du tissu productif et contribuer ainsi au redressement des économies en crise. L'article interroge tout particulièrement les interactions entre ce réseau d'experts et le Bureau international du travail, le problème étant de savoir comment se structurent la collaboration et les échanges d'informations entre organisations et réseaux internationaux.

This article focuses on the International Bureau of Technical education, founded in Paris in 1931, and on its efforts to provide technical expertise in order to shape European educational policies. During the Great Depression of the 1930s, this Bureau acted as an organization of experts whose goal was to rethink the professional training of young people. The main challenge was to improve technical education in order to overcome the effects of the economic crisis. The article especially addresses the interaction between this network of experts and the International Labour Organization. From a methodological point of view, this sheds light on the collaboration and the exchanges of information between international networks and organizations. Adapted from the source document.

Cet article étudie les missions pédagogiques françaises en Allemagne entre 1860 et 1914 et plus particulièrement les chargés de mission qui alimentent la circulation des idées et des modèles scolaires. Le but est d'examiner la construction du « modèle scolaire » allemand et son emprise sur les réformes scolaires françaises de la fin du XIXe siècle. La contribution pose le problème central de l'usage de la référence allemande lors des processus de réforme, ce qui renvoie à la question plus globale de l'internationalisation du discours pédagogique au XIXe siècle et à son importance dans la construction des systèmes scolaires modernes.

This edited volume delves into the intricate landscape of educational internationalism during the Cold War, providing an in-depth examination of its diverse forms, impulses, and global impacts.

Through multilingual archival research, the chapters uncover a variety of experiences that have fostered cross-border exchanges and cooperation within, between, and beyond the Western and Eastern blocs. Promoted by a wide range of individual and collective actors, internationalism in education has extended across a broad spectrum of fields, including academic mobility schemes, cultural interchanges, youth science competitions, development programs, and training courses. This collection offers, for the first time, a comprehensive analysis of these initiatives, revealing their intersections with national educational policies and processes of decolonization, development, and Europeanization. It also challenges conventional historical narratives by both uncovering forms of collaboration and solidarity that transcended the Iron Curtain and emphasizing the pivotal role of the Global South as a central arena of encounters.

Educational Internationalism in the Cold War presents a rich understanding of the Cold War as a laboratory of contemporary globalization and is a valuable addition to the scholarship on one of the most critical moments of the twentieth century.

"This edited volume delves into the intricate landscape of educational internationalism during the Cold War, providing an in-depth examination of its diverse forms, impulses, and global impacts. Educational Internationalism in the Cold War presents a rich understanding of the Cold War as a laboratory of contemporary globalization and is a valuable addition to the scholarship on one of the most critical moments of the twentieth century"--