1st Edition
Border-crossing in Education Historical perspectives on transnational connections and circulations
Border-crossing in Education comprises a series of case studies covering a variety of cultural areas, in order to reveal the density of connections and exchanges that inform educational practices, policies, and systems. It attaches particular importance to individual and collective actors that govern these flows – initiating, promoting, or reconfiguring transfers of policy models.
The contributors explore various aspects of the circulatory mechanisms that have been deployed in the field of education during the modern and contemporary period. Varying the observation scales, from local to international, they demonstrate the multilateral character of the circulatory dynamics observed. The implementation of rich and varied approaches to these complex processes offers a perspective that complements and renews our knowledge of the genesis and evolution of educational policies and systems, most notably highlighting their foreign inspirations.
However, these studies do not merely evoke borrowings and hybridization, as if national borders proved porous or non-existent. Instead they show that the phenomena of resistance, reinterpretation, and rejection are also an integral part of transnational mechanisms of exchanges. The book thus demonstrates the relevance of a historical approach in addressing these transnational mechanisms in the field of education and childhood policy. This book was originally published as a special issue of Paedagogica Historica.
Introduction – Going international: the history of education stepping beyond borders Joëlle Droux and Rita Hofstetter
1. Within, between, above, and beyond: (Pre)positions for a history of the internationalisation of education practices and knowledge Marcelo Caruso
2. The rivalry of the French and American educational missions during the Vietnam War Thuy-Phuong Nguyen
3. New School of Mustafa Sati Bey in Istanbul (1915) Filiz Meşeci Giorgetti
4. Condescension and critical sympathy: Historians of education on progressive education in the United States and England William G. Wraga
5. Crossing borders in educational innovation: Framing foreign examples in discussing comprehensive education in the Netherlands, 1969-1979 Linda Greveling, Hilda T.A. Amsing and Jeroen J.H. Dekker
6. La reception des travaux scouts de Pierre Bovet en France (1912-décennie 1930) Nicolas Palluau
7. Toiling together for social cohesion: International influences on the development of teacher education in the United States Paul J. Ramsey
8. Fred Clarke and the internationalisation of studies and research in education Gary McCulloch
9. "A miniature League of Nations": inquiry into the social origins of the International School, 1924-1930 Leonora Dugonjić
10. Transnational treaties on children’s rights: Norm building and circulation in the twentieth century Zoe Moody
11. L’éducation sexuelle, entre médecine, morale et pédagogie: débats transnationaux et réalisations locales (Suisse romande 1890-1930) Anne-Françoise Praz
12. Braille, amma and integration: the hybrid evolution of education for the blind in Taiwan, 1870s-1970s Tasing Chiu
13. De Genève à Belo Horizonte, une histoire croisée: circulation, reception et reinterpretation d’un modèle européen des classes spéciales au Brésil des années 1930 Regina Helena de Freitas Campos and Adriana Araújo Pereira Borges
14. Westward bound? Dutch education and cultural transfer in the mid-twentieth century Nelleke Bakker
15. L’Association international des éducateurs de jeunes inadaptés (AIEJI) et la fabrique de l’éducateur spécialisé par delà les frontiers (1951-1963) Samuel Boussion
Biography
Joëlle Droux is a Senior Lecturer in the history of education, and co-leader of the Social History of Education Research Group (ERHISE), at the University of Geneva, Switzerland. She studies the history of international child welfare movements and humanitarian networks from a transnational perspective, with a focus on educational issues. She also develops research projects on the long-term evolution of Swiss policies for child and youth welfare.
Rita Hofstetter is a Professor in the Department of Educational Sciences, director of the Jean-Jacques Rousseau Institute’s archives, and coordinator of the Social History of Education Research Group (ERHISE), at the University of Geneva, Switzerland. Her research focuses on the history of the educational sciences, the construction of the teaching state and the teaching profession, and international networks in education.
