Educational Transfer, Modernization and Development: The Transnational Approach in History of Education Studies

Manuel Ferraz-Lorenzo; Cristian Machado-Trujillo

doi:10.14516/fde.852

Autores/as

Manuel Ferraz-Lorenzo University of La Laguna. Spain Autor/a
Cristian Machado-Trujillo University of La Laguna. Spain Autor/a

DOI:

https://doi.org/10.14516/fde.852

Palabras clave:

History of Education, internationalization, curriculum, transnationalization

Resumen

Research focused on the concept of the international or, rather, of international influences and interdependencies, has become a highly recurrent line of work that has been acquiring a notable presence in the field of the History of Education. The objective of this approach to historiographical work is justified as it attempts to explain with a better precision and accuracy what has happened within national borders, or even within more defined perimeters such as regional and local ones. The transfer of ideas and projects, the importation or imitation of pedagogical models, the transfer and influence of educational and school practices, the links and connections between different cultural scenarios and knowledge, the dependencies and interdependencies of international organizations, among other aspects, have led to new and more plausible analyses of educational processes and the political and social will that fostered them. The present work focuses on researching how these practices have evolved, and their networks of connection and exchange, in order to better understand educational and curricular policies in their historical development.

Referencias

Adas, M. (2009). Dominance by Design: Technological Imperatives and America`s Civilizing Mission. Cambridge: Belknap Press of Harvard University Press.

Åkerlund, A. (2014). The Impact of Foreign Policy on Educational Exchange: The Swedish State Scholarship Programme, 1938-1990. Paedagogica Historica, 50(3), 390-409.

Åkerlund, A. (2015). For Goodwill, Aid and Economic Growth: The Funding of Academic Exchange Through the Swedish Institute, 1945-2010. Nordic Journal of Educational History, 2(1), 119-140.

Allender, T. (2016). Learning Femininity in Colonial India, 1820-1932. Manchester: Manchester University Press.

Alves, L. A., & Guimarães Lima, R. (2018). A Telescola… é uma imensa sala de aula, do tamanho da lusitana faixa atlântica! Cadernos de História da Educação, 17(2), 491-514.

Bagchi, B., Fuchs, E., & Rousmaniere, K. (Eds.) (2014). Connecting Histories of Education: Transnational and Cross-Cultural Exchanges in (Post)Colonial Education. New York: Berghahn.

Bruno-Jofré, R., & Schriewer, J. (2012). The Global Reception of John Dewey’s Thought: Multiple Refractions Through Time and Space. New York: Routledge.

Burke, C., Cunningham, P., & Grosvenor, I. (2010). «Putting Education in Its Place»: Space, Place and Materialities in the History of Education. History of Education, 39(6), 677-680.

Canales, A. F. (2019). From soul to matter: the new Spanish Francoist pedagogy’s plunge into experimental pedagogy and the influence of Raymond Buyse. Paedagogica Historica, 55(3), 451-469.

Caruso, M., & Roldán Vera, E. (2005). Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century. Paedagogica Historica, 41(6), 645-654.

Charle, C., Schriewer, J., & Wagner, P. (Eds.) (2004). Transnational Intellectual Networks: Forms of Academic Knowledge and the Search for Cultural Identities. Frankfurt am Main: Campus Verlag.

Chisholm, L. (2020). Transnational colonial entanglements: South African teacher education college curricula. In McCulloch, G., Goodson, I., & González-Delgado, M. (eds.). Transnational Perspectives on Curriculum History (pp. 163-181). London: Routledge.

Christensen, I. L., & Ydesen, C. (2015). Routes of Knowledge: Toward a Methodological Framework for Tracing the Historical Impact of International Organizations. European Education, 47(3), 274-288.

Corrales Morales, D. (2020). Much Ado about Nothing? Lights and Shadows of the World Bank’s Support of Spanish Aspirations to Educational Modernization (1968–1972). In Martín García, O., & Delgado Gómez-Escalonilla, L. (Eds.), Teaching Modernization Spanish and Latin American Educational Reform in the Cold War (pp. 127-149). New York: Berghahn Books.

Del Pozo Andrés, M. M., & Braster, J. F. A. (2006). The Reinvention of the New Education Movement in the Franco Dictatorship (Spain, 1936-1976). Paedagogica Historica, 42(1-2), 109-126.

Del Pozo Andrés, M. M., & Braster, S. (2017). El Plan Dalton en España recepción y apropiación (1920-1939). Revista de Educación, 377, 113-135.

Delgado Gómez-Escalonilla, L. (2009). Westerly Wind. The Fulbright Program in Spain. Madrid: Comisión Fulbright España-LID Editorial Empresarial-AECID.

Delgado Gómez-Escalonilla, L. (2015). Modernizadores y tecnócratas. Estados Unidos ante la política educativa y científica de la España del Desarrollo. Historia y Política, 34, 113-146.

Dorn, C., & Ghodsee, K. (2012). The Cold War Politicization of Literacy: Communism, UNESCO, and the World Bank. Diplomatic History, 36(2), 373-398.

Droux, J., & Hofstetter, R. (2014). Internationalisation in Education: Issues, Challenges, Outcomes. Paedagogica Historica, 50(1-2), 1-9.

Druick, Z. (2006). International cultural relations as a factor in postwar Canadian cultural policy: the relevance of UNESCO for the Massey Commission. Canadian Journal of Communication, 31(1), 177-195.

Duedahl, P. (2016). Out of the House: On the Global History of UNESCO, 1945-2015. In Duedahl, P. (Ed.). A History of UNESCO: Global Actions and Impacts (pp. 3-25). London: Palgrave Macmillan.

Duedahl, P. (Ed.) (2016). A History of UNESCO: Global Actions and Impacts. London: Palgrave Macmillan.

Evans, R. W. (2011). The Hope for American School Reform. The Cold War Pursuit of Inquiry Learning in Social Studies. New York: Palgrave Macmillan.

Ferraz Lorenzo, M. (2016). Un ejemplo de renovación pedagógica en Canarias durante los años 30: Tras el rastro y los retos de las técnicas Freinet. História da Educação, 20(50), 157-175.

Ferraz Lorenzo, M. (Ed.) (2020). Modernización educativa y socialización política. Contenidos curriculares y manuales escolares en España durante el tardofranquismo y la transición democrática. Madrid: Morata y ULL.

Ferraz Lorenzo, M. (2020). Educación ambiental: Historia de un Nuevo contenido curricular surgido durante la transición democrática. In Ferraz Lorenzo, M. (Ed.), Modernización educativa y socialización política Contenidos curriculares y manuales escolares en España durante el tardofranquismo y la transición democrática (pp. 307-330). Madrid: Morata y ULL.

Fuchs, E., & Roldán Vera, E. (eds.) (2019). The Transnational in the History of Education: Concepts and Perspectives. Cham: Palgrave Macmillan.

Fuchs, E. (2007). Children’s Rights and Global Civil Society. Comparative Education, 43(3), 393-412.

Fuchs, E. (2009). All the World into the School: World’s Fairs and the Emergence of the School Museum in the Nineteenth Century. In Lawn, M. (Ed), Modelling the Future: Exhibitions and the Materiality of Education (pp. 51-72). Oxford: Symposium Books.

Fuchs, E. (2014). History of Education beyond the Nation? Trends in Historical and Educational Scholarship. In Bagchi, B. Fuchs, E., & Rousmaniere, K. (Eds.), Connecting Histories of Education: Transnational and Cross-Cultural Exchanges on (Post-) Colonial Education (pp. 11-26). New York: Berghahn Books.

Gilman, N. (2003). Mandarins of the Future: Modernization Theory in Cold War America. Baltimore: The Johns Hopkins University Press.

González-Delgado, M., & Groves, T. (2017). La enseñanza programada, la UNESCO y los intentos por modificar el curriculum en la España desarrollista (1962-1974). Espacio, Tiempo y Educación, 4(2), 73-100.

González-Delgado, M., & Groves, T. (2020). Educational Transfer and Local Actors: International Intervention in Spain during the Late Franco Period. In Martín García, O., & Delgado Gómez-Escalonilla, L. (Eds.), Teaching Modernization Spanish and Latin American Educational Reform in the Cold War (pp. 101-127). New York: Berghahn Books.

González-Delgado, M. (2018). The modernization of curriculum policy in Late Francoism: The UNESCO and the International Understanding Programme in Spain. BERA Conference, Newcastle, 11th–13th September 2018, Northumbria University.

González-Delgado, M., Ferraz Lorenzo, M., & Machado-Trujillo, C. (2019). The concept of the State in textbooks: Analysis and reinterpretation during the Spanish Transition to Democracy (1976-1986). British Journal of Educational Studies, 68(3), 331-347.

González-Delgado, M., & Groves, T. (2016). Influencias extranjeras en la formación continua del profesorado en el segundo franquismo. In Martín-Sánchez, M., & Groves, T. (Eds.), La formación del profesorado. Nuevos enfoques desde la teoría y la historia de la educación (pp. 51-64). Salamanca: FarenHouse.

Goodman, J., McCulloch, G., & Richadson, W. (2009). Empires overseas and empires at home: postcolonial and transnational perspectives on social change in the history of education. Paedagogica Historica, 45(6), 695-706.

Goodson, I., & Mikser, R. (2020). Patrones de diferenciación en las reformas neoliberales de la educación: La transición educativa en los antiguos países socialistas europeos y el concepto de refracción. In Ferraz Lorenzo, M. (Ed.), Modernización educativa y socialización política Contenidos curriculares y manuales escolares en España durante el tardofranquismo y la transición democrática (pp. 97-122). Madrid: Morata.

Graham, S. E. (2006). The (Real) politics of Culture: U.S. Cultural Diplomacy in UNESCO, 1946-1954. Diplomatic History, 30(2), 231-251.

Groves, T. (2015). A forering model of teacher education and its local appropriation: the English teachers’ centres in Spain. History of Education, 44(3), 355-370.

Hallström, J., Hultén, M., & Lövheim, D. (2014). The study of technology as a field of knowledge in general education: historical insights and methodological considerations from a Swedish case study, 1842-2010. International Journal of Technology and Design Education, 24, 121-139.

Hiraoka, M. (2020). Transnational information flow and domestic concerns: Japanese educational exhibits in the late nineteenth and early twentieth centuries in Britain. In McCulloch, G., Goodson, I., & González-Delgado, M. (Eds.), Transnational Perspectives on Curriculum History (pp. 108-131). London: Routledge.

Igelmo-Zaldívar, J., & Jover Olmeda, G. (2019). Cuestionando la narrativa del aprendizaje servicio a partir de dos iniciativas de extensión social universitaria de orientación católica en la década de 1950 en España. Utopía y praxis latinoamericana: revista internacional de filosofía iberoamericana y teoría social, 87, 151-162.

Igelmo-Zaldívar, J. (2012). Las teorías de la desescolarización: Cuarenta años de perspectiva histórica. Social and Education History, 1(1), 2857.

Jones, P. W. (1999). Globalisation and the UNESCO mandate: multilateral prospects for educational development. International Journal of Educational Development, 19, 17-25.

Jones, P. W. (2006). Education, Poverty and the World Bank. New York: Sense Publishers.

Jover Olmeda, G., & Thoilliez Ruano, B. (2011). La pedagogía «au pluriel» y su incidencia en la reformulación del conocimiento teórico de la educación en España. In Hernández Díaz, J. M. (Ed.), Francia en la educación de la España contemporánea (1808-2008) (pp. 2019-247). Salamanca: Prensas Universitarias de la Universidad de Salamanca.

Lindo-Fuentes, H. (2009). Educational Television in El Salvador and Modernisation Theory. Journal of Latin American Studies, 41, 757-792.

Lindo-Fuentes, H., & Ching, E. (2012). Modernizing Minds in El Salvador: Education Reform and the Cold War, 1960-1980. Albuquerque: University of New Mexico Press.

Machado-Trujillo, C., & González-Delgado, M. (2019). Information and Communication Technologies in the Curriculum Policies, a Critical Analysis. In Peters M., & Heraud R. (Eds), Encyclopedia of Educational Innovation. Singapore: Springer.

Mahamud Angulo, K., & Milito Barone, C. (2020). Estancias y consultores para la formación del profesorado. Un pilar estratégico del intercambio cultural ente España y Estados Unidos (1960-1976). In Ferraz Lorenzo, M. (Ed.), Modernización educativa y socialización política Contenidos curriculares y manuales escolares en España durante el tardofranquismo y la transición democrática (pp. 151-190). Madrid: Morata y ULL.

Mangan, J. A. (Ed.) (1993). The Imperial Curriculum: Racial Images and Education in the British Colinial Experience. London: Routledge.

Mariuzzo, A. (2016). American cultural diplomacy and post-war educational reform: James Brynt Conant’s misión to Italy in 1960. History of Education, 45(3), 352-371.

Martín García, O., & Delgado Gómez-Escalonilla, L. (Eds.) (2020). Teaching Modernization Spanish and Latin American Educational Reform in the Cold War. New York: Berghahn Books.

Martín García, O., & Mgnúsdottir, R. (Eds.) (2019). Machineries of Persuasion: European Soft Power and Public Diplomacy during the Cold War. Berlin: De Gruyter Oldenbourg.

Martín-García, O. (2013). A complicated mission: The United States and Spanish students during the Johnson administration. Cold War History, 13(3), 311-329.

Martín-García, O. J. (2015). Una utopía secular. La teoría de la modernización y la política exterior estadounidense en la Guerra Fría. Historia y Política, 34, 27-52.

McCulloch, G., & Cowan, S. (2018). A Social History of Educational Studies and Research. London: Routledge.

McCulloch, G. (2009). Empires and Education: The Bristish Empire. In Cowen, R., & Kazamias, A. (Eds.), Handbook of Comparative Education (pp. 169-179). Dordrecht: Springer.

McCulloch, G., & Lowe, R. (2003). Introduction: Centre and periphery: networks, space and geography in the history of education. History of Education, 32(5), 457-459.

McCulloch, G., Goodson, I., & González-Delgado, M. (Eds.) (2020). Transnational Perspectives on Curriculum History. London: Routledge.

Meyer, J. W., Ramirez, F. O., Rubinson, R., & Boli, J. (1977). The World Educational Revolution, 1950-1970. Sociology of Education, 50(4), 242-258.

Mikobi Dikay, J. (2016). Education for Independence: UNESCO in the Post-colonial Democratic Republic of Congo. In Duedahl, P. (Ed.), A History of UNESCO: Global Actions and Impacts (pp. 168-180). London: Palgrave Macmillan.

Mundy, K. (2006). The Evolution of Educational Multilateralism from 1945 to 2005. In Fuchs, E. (Ed.), Bildung International: Historische Perspektiven und aktuelle Entwicklungen (pp. 181-199). Würzburg: Ergon-Verl.

Negrín Fajardo, O. (2013). España en África Subsahariana. Legislación educativa y aculturación coloniales en la Guinea Española (1857-1959). Madrid: Dykinson.

Nygren, T. (2011) International reformation of Swedish history education 1927-1961: The complexity of implementing international understanding. Journal of World History, 22(2), 329-354.

Ochs, K., & Phillips, D. (eds) (2004). Educational Policy Borrowing: Historical Perspectives. Oxford: Symposium Books.

Ossenbach, G., & Del Pozo Andrés, M. M. (2011). Postcolonial Models, Cultural Transfer and Transnational Perspectives in Latin America: A Research Agenda. Paedagogica Historica, 47(5), 579-600.

Ossenbach, G., & Groves, T. (2013). Entre la mitificación y la crítica: el cine y los medios audiovisuales en la escuela primaria en España en el tardofranquismo y la transición, 1958-1982. Cahiers de civilisation espagnole contemporaine, 11, 2-17.

Ossenbach, G., & Martínez Boom, I. (2011). Itineraries of discourses on development and education in Spain and Latin America (circa 1950-1970). Paedagogica Historica, 47(5), 679-700.

Ossenbach, G., & Martínez Boom, I. (2011). Itineraries of the discourses on development and education in Spain and Latin America (circa 1950-1970). Paedagogica Historica, 47(5), p679-700.

Otero-Urtaza, E. (2013). The educational Missions under the Second Republic in Spain (1931-1936): a framework for popular education. In Braster, S., Simon, F., & Grosvenor, I. (Eds.), A History of Popular Education. Educating the People of the World (pp. 207-220). London: Routledge.

Phillip W. J., & Coleman, D. (2005). The United Nations and Education: Multilateralism, Development and Globalisation. London: Routledge.

Phillips, D., & Ochs, K. (2004). Researching policy borrowing: some methodological challenges in comparative education. British Educational Research Journal, 30(6), 773-784.

Popkewitz, T. S., & Rizvi, F. (Eds.) (2009). Globalization and the Study of Education. Malden: Wiley-Blackwell.

Popkewitz, T. S. (2009) Globalizing Globalization: The Neo-institutional Concept of a World Culture. National Society for the Study of Education, 108(2), 29-49.

Prytz, J., & Ringarp, J. (2020). Local versus national history of education: The case of Swedish school governance, 1950-1990. In McCulloch, G., Goodson, I., & González-Delgado, M. (Eds.), Transnational Perspectives on Curriculum History (pp. 131-149). London: Routledge.

Raftery, D. (2015). Teaching Sisters and Transnational Networks: Recruitment and Education Expansion in the Long Nineteenth Century. History of Education, 44(6), 717-728.

Ramirez, F., & Boli, J. (1987). The Political Construction of Mass Schooling: European Origin and Worldwide Institutionalization. Sociology of Education, 60(1), 2-17.

Rogers, R. (2013). A Frenchwoman’s Imperial Story: Madame Luce in Nineteenth-Century Algeria. Stanford: Stanford University Press.

Roldán Vera, E. (2013). Para desnacionalizar la historia de la educación: Reflexiones en torno a la difusión mundial de la escuela lancasteriana en el primer tercio del siglo XIX. Revista Mexicana de Historia de la Educación, 1(2), 171-198.

Rudolph, J. L. (2002). Scientist in the Classroom. The Cold War Reconstruction of American Science Education. New York: Palgrave.

Sivesind, K., & Wahlström, N. (2016). Curriculum on the European policy agenda: Global transitions and learning outcomes from transnational and national points of view. European Educational Reseach Journal, 15(3), 271-278.

Snider, C. (2020). Passing through a Critical Moment. The United States and Brazilian University Reform in the 1960s. In Martín García, O., & Delgado Gómez- Escalnilla, L. (Eds), Teaching Modernization: Spanish and Latin American Educational Reform in the Cold War (pp. 195-220). New York: Berghahn Books.

Sobe, N. W. (2013). Entanglement and Transnationalism in the History of American Education. In Popkewitz, T. S. (Ed.), Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge (pp. 93-107). Basingstoke: Palgrave Macmillan.

Terrón, A. (2020). La educación sanitaria escolar, matriz generadora de las materias transversales del currículum (1960-1980). In Ferraz Lorenzo, M. (ed.), Modernización educativa y socializacion política. Contenidos curriculares y manuales escolares en España durante el tardofranquismo y la transición democrática (pp. 281-305). Madrid: Ed. Morata y ULL.

Terrón, A., Comelles, J., & Perdiguero-Gil, E. (2017). Schools and health education in Spain during the dictatorship of General Franco (1939-1975). History of Education Review, 46(2), 208-223.

Tröhler, D., Popkewitz, T. S., & Labaree, D. F. (eds.) (2011). Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions. New York: Routledge.

Trölher, D. (2013). The technocratic Momentum after 1945, the Development of Teaching Machines, and Sobering Results. Journal of Educational, Media, Memory, and Society, 5(2), 1-19.

Viñao, A. (1990). Innovación pedagógica y racionalidad científica: La escuela graduada pública en España (1898-1936). Madrid: Akal.

Wallerstein, I. M. (1974). Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century. New York: Academic Press.

Westberg, J. (2019). How did teachers make a living?: The teacher occupation, livelihood diversification and the rise of mass schooling in nineteenth-century Sweden. History of Education, 48(1), 19-40.

Westberg, J., Boser, L., & Brühwiler, I. (Eds.) (2019). School Acts and the Rise of Mass Schooling Education Policy in the Long Nineteenth Century. Cham: Palgrave Macmillan.