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  1. Tema
  2. Educação

Education

ABRIL 2022

  • Juliette Dumont - UNIVERSITÉ SORBONNE NOUVELLE - PARIS 3 SORBONNE PARIS CITÉ

  • Alexandre Fontaine - UNIVERSITY OF VIENNA

  • Jean-Charles Geslot - UNIVERSITÉ DE VERSAILLES SAINT-QUENTIN EN YVELINES

TRADUÇÃO : Larry Kuiper

TEMA : Educação

ESPAÇOS : América do Norte - América do Sul - Caribe - Europa - África

PERÍODOS : O espaço atlântico na globalização - A consolidação das culturas de massa - Um atlântico de vapor - Revoluções atlânticas e colonialismo

DOI : 10.35008/tracs-0064

RESUMO

Beginning in the 18th century, the field of education has been characterized by intense transatlantic exchanges. The circulation of ideas, methods and scholarly knowledge is enabled by travelers, teachers, students, and countless printed materials, that result in rich and complex processes of cultural transfer and adaptation.

This section endeavors to bring to light the diversity of elements encapsulated by the term "education" in a transatlantic perspective. The articles touch on educational policies and institutions, currents and movements whose focus is education, pedagogical science and the content of teaching, as well as the material framework of delivery. The picture would not be complete without paying attention to the agents: teachers, pedagogues, targeted audiences, national and international bureaucrats, experts, etc.

Historiography

If historiography has long privileged the national framework in treating the topic of education, it has, along with other fields of cultural history, undertaken a "transnational turn." Earlier even, since the history of education had already adopted an international perspective in the 1970s, resulting in the publication in France of Histoire mondiale de l'éducation (1980), under Gaston Mialaret and Jean Vial's direction. Still, this work remained anchored in a logic of juxtaposition of national or regional studies. At the same moment the International Standing Conference for the History of Education (1978) was created to promote international research and cooperation in the history of education. This institution, which today brings together associations from both sides of the Atlantic (as well as from Japan and Australia), organizes an annual conference.

The subject of circulation and transfer in education appears today in numerous works whose authors express from the outset the necessity to break free from, or at least rethink, the national framework. Nonetheless, it should be noticed that, for the moment, there is little research adopting the transatlantic framework. There are either regional perspectives, particularly on Europe and Latin America, or works examining international settings. Transatlantic Cultures therefore invites researchers to enlarge their framework and their analytical focus.

Moreover, it is important to be attentive to the dynamics of resistance, as well as redefinitions, and hybridizations that these circulations produce in the field of education—all of which presupposes the interlocking of local, national, regional and international frames of reference.

Space: The Transatlantic Framework

There are several levels to the challenge posed by the adoption of the transatlantic space as a framework and analytical perspective.

First, there is the need to evaluate the extent to which some circulations that are international in theory, really exist only in the transatlantic space, or take on a unique light within that space. We are thinking here especially of the policies and actions of international institutions and organizations (The International League for New Education, the International Bureau of Education, the Permanent International Studies Conference...); or of the colonial question, since the territories of the British, French, German or Italian empires overlap with the transatlantic framework.

This leads to a second problem. Some of the circulations that take place in contemporary education are strongly and almost essentially tied to the context of colonization (for Africa and part of the Caribbean), or that of a colonial heritage (for most of North and South America). In writing a history of transatlantic exchanges and transfers on the subject of education, one risks writing—as in other areas—a history of colonial education, or of colonial education policies, and the long-term consequences of these policies. This aspect is unavoidable for Africa. In North or Latin America, while the inherited models of colonization remain important, other circulations are at work in the 19th and 20th centuries.

The third challenge is to maintain focus on the diversity that exists within each region that makes up this transatlantic space, all the while avoiding a result that would produce a simple list of case studies. Every State would perhaps deserve its own dedicated section, so important is the diversity of cultural transfer at play in education, and so numerous and varied are the borrowings and re-adaptations at work overall in the period running from the end of the 18th century to the beginning of the 21st. The objective, which is sometimes difficult to attain, is to conjugate uniqueness, mechanisms of adaptation and general trends.

Chronology

If this section ambitions to cover all the periods treated in the project, it is necessary to acknowledge, for the moment, the predominance of the 19th century as well as the 1920s and 1930s, in the entries. This fact is not simply a result of the editors' areas of study, it also corresponds to the current state of the art, which is itself a reflection of historical dynamics.

The 19th century sees, in effect, the emergence and affirmation of nation states on both sides of the Atlantic and, by correlation, of the progressive elaboration of educational systems able to participate in the creation and consolidation of the nation, whether in the postcolonial context of the American states, or that of European imperialisms. If the process comes from imperatives and considerations operating in the framework of national borders, it is simultaneously the source and result of intense circulations that go beyond those borders, according to the logical analysis of Anne-Marie Thiesse and summarized by the formula: "There is nothing more international than the creation of national identities."1 The period between the two world wars, for its part, has attracted the attention of scholars who seek to identify and analyze phenomena of circulation and transfer as markers of the rise of a new internationalist regime, especially for education.


  1. Anne-Marie Thiesse, La création des identités nationales (Paris: Seuil, 2001 [1999]), 11.

Palavras-chave

circulation of school knowledge cultural transfer history of education transculturation hybridization transnational pedagogy entangled history comparative education educational transfer métissages

Bibliografia

Ver em Zotero
Caruso, Marcelo, and Eugenia Roldán Vera. “Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century.” Paedagogica Historica 41, no. 6 (2005): 645–54.
Caruso, Marcelo, Thomas Koinzer, Christine Mayer, and Karin Priem, eds. Zirkulation und Transformation: pädagogische Grenzüberschreitungen in historischer Perspektive, 2014.
Delâge, Denys, Réal Ouellet, and Laurier Turgeon. Transferts culturels et métissages. Amérique/Europe XVIe-XXe siècle. Quebec: Les Presses de l’Université Laval, 1996.
Espagne, Michel. Les transferts culturels franco-allemands. Paris: Presses Universitaires de France, 1999.
Fontaine, Alexandre. Aux heures suisses de l’école républicaine: un siècle de transferts culturels et de déclinaisons pédagogiques dans l’espace franco-romand. Paris: Demopolis, 2015.
Fontaine, Alexandre. Penser la circulation des savoirs scolaires dans l’espace transatlantique. Transfert-migration-création. Lormont: Le Bord de L’eau, 2019.
Fuchs, Eckhardt. “History of Education beyond the Nation? Trends in Historical and Educational Scholarship.” In Connecting Histories of Education. Transnational and Cross-Cultural Exchanges in (Post) Colonial Education, edited by Barnita Bagchi, Eckhardt Fuchs, and Kate Rousmaniere, 11–26. New York: Berghahn Books, 2014.
Grataloup, Christian. Faut-il penser autrement l’histoire du monde? Paris: Armand Colin, 2011.
Matasci, Damiano. L’école républicaine et l’étranger: une histoire internationale des réformes scolaires en France 1870-1914. Paris: ENS Éditions, 2015.
Phillips, David. “Aspects of Educational Transfer.” In International Handbook of Comparative Education, edited by Robert Cowen and Andreas M. Kazamias, 22:1061–77. Springer International Handbooks of Education. Dordrecht: Springer Netherlands, 2009.
Phillips, David, and Kimberley Ochs. Educational Policy Borrowing: Historical Perspectives. Oxford: Symposium Books, 2004.
Popkewitz, Thomas S. “Curriculum History, Schooling and the History of the Present.” History of Education 40, no. 1 (2011): 1–19.
Rabault-Feuerhahn, Pascale. Théories intercontinentales Voyages du comparatisme postcolonial. Paris: Demopolis, 2014.
Rappleye, Jeremy. “Theorizing Educational Transfer: Toward a Conceptual Map of the Context of Cross-National Attraction.” Research in Comparative and International Education 1, no. 3 (2006): 223–40.
Schriewer, Jürgen. “Système mondial et réseaux d’interrelation. L’internationalisation de la pédagogie, un problème des sciences comparées de l’éducation.” In Éducation comparée. Essai de bilan et projets d’avenir, edited by G. Meuris and G. De Cock, 107–39. Paris et Bruxelles: De Boeck & Larcier, 1997.
Steiner-Khamsi, Gita. The Global Politics of Educational Borrowing and Lending. New York: Teachers College Press, 2004.
Subrahmanyam, Sanjay. Aux origines de l’histoire globale. Paris: Collège de France/Fayard, 2014.
Thiesse, Anne-Marie. La Création des identités nationales. Europe XVIIIe-XIXe siècle. Paris: Seuil, 1999.
Tröhler, Daniel. Trajectories in the Development of Modern School Systems: Between the National and the Global. New York, London: Routledge, 2015.
Waldow, Florian. “Undeclared Imports: Silent Borrowing in Educational Policy-Making and Research in Sweden.” Comparative Education 45, no. 4 (2009): 477–94.

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