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Welfare States in Transition

The purpose of the article is to present those studies in the field of the History of Education that have emphasized international influences and educational modernization. To do this, the first part of this article addresses the origin of this type of research within the History of Education. We then focus on analyzing the subsequent evolution that occurred with the beginning of the transnational turn and its impact on educational-historical research. Through a bibliographic review, we attempt to highlight the importance of studying international organizations, public diplomacy, the Cold War and Modernization Theory in order to understand the transformations that took place in educational systems worldwide during the second half of the 20th century. All these elements reveal more clearly the factors that made countries with different political regimes, cultural traditions or educational models begin to develop similar educational policies. Finally, this article points out the value of new research to understand the origin and development of certain policies at the international level.

https://ojs.library.queensu.ca/index.php/encounters/article/download/14310/9392

Introduction to the Special Issue: History of Education, International Relations and Transnational Perspectives: State of the Art

This article analyzes the influence that the educational ideas proposed 
by UNESCO had on the development of the General Education Act (LGE) of 
1970. More specifically, it attempts to establish the impact that this international organization had on the origin and development of the LGE during 
the Franco regime. To do so, the first part of the article studies the beginnings of UNESCO in Spain and how the educational conception that would 
give rise to one of the most important educational reforms of contemporary 
Spain was developed. In the second part, we examine the recommendations 
given by the «International Advisory Committee for the Reform of Education in Spain» regarding the debate generated by the Libro Blanco (White 
Paper). In the third part of the article we look at the Committe’s direct impact and the way its assessments guided the development of the LGE in its 
first years. This work aims to demonstrate that the LGE can be better understood as a reform born under the recommendations of UNESCO regarding 
the educational context originated within the framework of the Cold War 
and the Modernization Theory

/pdf/la-unesco-y-la-ley-general-de-educacion-la-influencia-de-los-4thoc5wp0x.pdf

La Unesco y la Ley General de Educación: La influencia de los organismos internacionales en torno a la modernización educativa en el franquismo

/pdf/the-international-bureau-of-education-a-centre-for-4y6t9ofii8.pdf

The International Bureau of Education: a centre for comparative education in the service of transfers in education (1946-1968)

This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It off ers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curricu- lum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the educa- tion guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifi es a number of potentially alarming fi ndings of which two themes predominate: a common ten- dency for textbooks to present an "Auschwitz-centric," "perpetrator narrative" and a widespread failure to sensitively present Jewish life and agency before, during, and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious, and critical when using textbooks in their classrooms. KeywordsEngland, history textbooks, Holocaust education, IHRA, National Curriculum

Problematic portrayals and contentious content : representation of the Holocaust in English history textbooks

Purpose: After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education. Design/methodology/approach: This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educacion, Revista Espanola de Pedagogia, Bordon and Vida escolar, as well as documents published by the Spanish Ministry of National Education. Findings: Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development. Originality/value: This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

This article analyses the concept of the state as represented in primary school social science textbooks in Spain during the transition to democracy. The analysis of textbooks during this period ha...

The Concept of the State in Textbooks: Analysis and Reinterpretation during the Spanish Transition to Democracy (1976-1986).

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.

/pdf/educational-transfer-modernization-and-development-the-1wnyhjcx2v.pdf

Educational transfer, modernization and development: The transnational approach in history of education studies

Durante la segunda mitad del siglo XX los sistemas educativos a nivel mundial sufrieron notables procesos de cambio. Bajo la influencia de organismos internacionales como la UNESCO, la OCDE, el Banco Mundial o la OMS, los sistemas nacionales de educacion comenzaron a conectarse entre si de una forma no conocida hasta esa fecha. Ello produjo que los sistemas educativos fuesen enmarcados como una institucion capital para los objetivos del desarrollo economico. La teoria de la modernizacion se convirtio en uno de los principales referentes desde el que universalizar el fenomeno de la escolarizacion. El espacio politico abierto por la Guerra Fria origino una concepcion sobre el papel que tenian que jugar los sistemas escolares a nivel nacional e internacional. Esta obra pretende generar un espacio de analisis, debate y reflexion acerca de la importancia que jugaron los organismos internacionales en los procesos de modernizacion y cambio de las politicas educativas en los espacios nacionales desde el final de la II Guerra Mundial hasta la actualidad. El lector podra encontrar aqui diferentes trabajos de especialistas en la materia venidos de diversas zonas geograficas. Como referenciar esta obra Gonzalez-Delgado, M., Ferraz Lorenzo, M. & Machado-Trujillo, C. (Coords.). (2020).  Transferencia, transnacionalizacion y transformacion de las politicas educativas (1945-2018) . Salamanca: FahrenHouse.

Transferencia, transnacionalización y transformación de las políticas educativas (1945-2018)

https://link-springer-com-443.webvpn.jmu.edu.cn/content/pdf/10.1007%2F978-981-13-2262-4_30-1.pdf

Cristian Machado-Trujillo

Papers

Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

The Concept of the State in Textbooks: Analysis and Reinterpretation during the Spanish Transition to Democracy (1976-1986).

Educational transfer, modernization and development: The transnational approach in history of education studies

Transferencia, transnacionalización y transformación de las políticas educativas (1945-2018)

Information and Communication Technologies in the Curriculum Policies, a Critical Analysis