The United Nations Educational, Scientific, and Cultural Organization (UNESCO) was established in 1945 with twin aims: to rebuild various institutions of the world destroyed by war, and to promote international understanding and peaceful cooperation among nations. Based on empirical and historical research and with a particular focus on history teaching, international understanding and peace, UNESCO Without Borders offers a new research trajectory for understanding the roles played by UNESCO and other international organizations, as well as the effects of globalization on education.
With fifteen chapters by authors from cross-disciplinary and diverse geographical areas, this book assesses the global implications and results of UNESCO’s educational policies and practices. It explores how UNESCO-approved guidelines of textbook revisions and peace initiatives were implemented in member-states, illustrating the existence of both national confrontations with the new worldview promoted by UNESCO, as well as the constraints of international cooperation.
This book provides an insightful analysis of UNESCO’s past challenges and also indicates promising future research directions in support of international understanding for peace and cooperation. As such, it will be of key interest to researchers, postgraduate students, academics in the fields of international and comparative education, education politics and policies, and to those interested in the historical study of international organizations and their global impact. The book will also appeal to practitioners, especially those who conduct research on or work in post-conflict societies.
Part I – Introductory Framework 1.The Nature and Methodology of UNESCO’s Educational Campaigns for International Understanding, Aigul Kulnazarova and Christian Ydesen 2. Textbook Revision Programme: history, concepts, and assumptions, Falk Pingel Part II – Campaigns for International Understanding and Peace: UNESCO’s challenges and opportunities 3.Battling Minds: conservatives, progressives, and UNESCO in postwar United States, Randle J. Hart 4.UNESCO’s Reeducation Activities in Postwar Japan and Germany: changing minds and shifting attitudes towards peace and international understanding, Aigul Kulnazarova and Poul Duedahl 5.The Role of Science Education in the Nuclear Age: UNESCO’s promotion of "Atoms for Peace" in 1946–1968, Ivan Lind Christensen 6. UNESCO’s Education for Living in a World Community: from teacher seminars to experimental activities, 1947–1963, Elisabeth Teige 7.Advancing International Understanding in Africa: UNESCO and the history of education in Rwanda, Jean-Damascène Gasanabo Part III – UNESCO and the Politics of History Education: local and global discourses 8.History at the Intersection of Human Rights, International Understanding, and Past Memories: UNESCO and textbook revisions in Belgium, 1944–1956, Eva Schandevyl 9.Jaime Torres Bodet, Mexico, and the Struggle over International Understanding and History Writing: the UNESCO experience, Inés Dussel and Christian Ydesen 10. UNESCO and "Better History Textbooks": reflections on public discourse and policy-making in postwar Japan, Aigul Kulnazarova 11.The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960, Helena Ribeiro Castro and Christian Ydesen Part IV – UNESCO’s Experiments with Race, Science, and Antiracism 12.Perturbed by "Race": antiracism, science, and education in UNESCO during the global Cold War, Sebastián Gil-Riaño 13. South Africa’s "Strange" Relations with UNESCO: antiracism versus apartheid, Michelle Brattain Part V – UNESCO and International Understanding in a Divided World 14.Debating International Understanding in the Western World: UNESCO and the United States, 1946–1954, Christian Ydesen 15.Debating International Understanding in the Eastern World: UNESCO and the Soviet Union, Aigul Kulnazarova Conclusion