Fjärde nordiska utbildningshistoria konferensen, Uppsala, 1–2 oktober 2009

Fjärde nordiska utbildningshistoria konferensen hölls i Uppsala universitetshus, 1–2 oktober 2009. Den samlade omkring 170 deltagare från Sverige, Danmark, Norge, Finland, Island, Tyskland och Belgien som fick möjlighet att utöver konferensens huvudtalare välja mellan 24 olika sessioner med sammanlagt 128 presentationer.

Som arrangör för konferensen stod den svenska Nationella forskarsskolan i utbildningshistoria med stöd från Forskningsgruppen för utbildnings- och kultursociologi (Uppsala), Helge Ax:son Johnsons stiftelse, Historiska institutionen vid Uppsala universitet, Uppsala universitets historisk-filosofiska fakultet, Kollegiet för utbildningsvetenskaplig forskning vid Uppsala universitet, Research Unit for Studies in Educational Policy and Educational Philosophy (Uppsala) samt Vetenskapsrådets utbildningsvetenskapliga kommitté. Konferensen gästades också av en rad utställare: Föreningen för svensk undervisningshistoria, Nationella forskarskolan i utbildningshistoria, Natur & kultur, Opuscula historica upsaliensia samt Stockholms universitets förlag.
[…]

Konferensens sessioner
Konferensens sessioner visade inte bara prov på det tvärvetenskapliga samarbetet på det utbildningshistoriska området, utan belyste också väl den bredd som karaktäriserar nordisk utbildningshistorisk forskning.

Eftersom konferensen anordnades i Uppsala, arrangerades förstås flera av sessionerna med utgångspunkt från det intresse av utbildningens sociala och ekonomiska historia som växt sig starkt vid detta universitet. Vid sidan av sessioner om förskolans historia, utbildningens ekonomiska historia, islamisk utbildning och förändringar i lärarutbildningens rekrytering hölls två sessionspass om transnationella strategier inom högre utbildning och kulturella fält. Utgångspunkten för de sistnämnda passen var att Sverige aldrig varit självförsörjande på utbildning, och att såväl studenter, som lärare, forskare och vetenskapliga idéer både har importerats och exporterats från tidigare framförallt den europeiska kontinenten, men sedermera USA och andra anglosaxiska länder. Sessionens paper behandlade därvidlag bland annat invandringen av utländska språklärare i 1800-talets Sverige, Svenska Amerika-Stiftelsens stipendiaters sociala ursprung och karriärer samt betydelsen av kunskaper om det franska för karriärer inom det kulturella fältet i Sverige under 1900-talet.

Av konferensen framgick även det stora intresse för läroplanshistoria som fortfarande karaktäriserar svensk utbildningshistoria. Tre sessionspass, arrangerade av Ulf P. Lundgren och Harald Jarning, behandlade detta tema. De ämnen som berördes var bland annat tre generationer av läroplansreformer i Norge, introduktionen av standardiserad mätning inom de svenska och tyska skolsystemen under 1900-talets första hälft, samt professionens debatt kring geometriundervisningen i Sverige under perioden 1920-1960.

Under ledning av Agneta Linné, Lars Petterson och Sune Åkerman behandlades folkskolelärarnas historia vid tre sessionspass. Det första passet utgick från projektet ”Folkskollärarna i samhällsutvecklingen i Norden 1860–1960”, det andra folkskollärarnas insatser i lokalsamhället, och det tredje folkskollärarkåren ur genusperspektiv och i mångetnisk miljö. Bland bidragen kan nämnas studiet av Läsebok för folkskolan såsom en del av det nationella projektet, Torgny Nevéus’ presentation av sin bok I katedern på orgelstolen vid bikuporna: en folkskollärares verksamhet för hundra år sedan samt en studie över folkskollärarinnorna och kvinnorörelsen med utgångspunkt i redaktören för folkskollärarnas tidning – Ulla Alm Lindström.

Stort intresse rönte också de texter som presenterades vid dubbelsessionerna ”Att sortera och dokumentera skolelever”. Ofta med utgångspunkt från ett post-foucaltianskt perspektiv uppmärksammades sessionen skolans särskiljningsmekanismer, och hur dessa fungerat genom begrepp som till exempel dyslexi. Bland annat uppmärksammades begreppet obildbar som en social konstruktion och i en undersökning av hur grönländska barn valdes ut för undervisning i Danmark studeras denna praktik utifrån postkolonialism.

Den expansiva utbildningshistoriska forskningsmiljön i Umeå representerades av två sessioner, arrangerade av Daniel Lindmark och Björn Norlin, vid konferensen. Under Lindmarks session presenterades projektet Historia utan gräns: Den internationella historieboksrevisionen 1919–2009”. I dess fokus står det nordiska och europeiska samarbetet för att reformera historieundervisningen. Bland annat studeras hur internationella konferenser och ömsesidig läroboksgranskning arrangerades i strävan efter att förändra historieämnets karaktär från politisk och militär historia till social och kulturell historia, och hur man arbetade för att introducera nordiska, europeiska och globala perspektiv.

Norlins dubbelsession ”Elevkultur och institutionsliv” behandlade bland annat idrottens betydelse för läroverkskulturen, skolgårdarnas förändrade betydelse under framförallt 1960- och 1970-talen, olika perspektiv på kamratfostran och självverksamhet, ungdomstidens betydelse för konstruktionen av klass och kön samt skolfanornas betydelse för detta identitetsskapande. Ämnet för dessa två sessionspass kan därmed sägas ha knutit an till Lisa Rosén Rasmussens och Helle Bjergs session, ” Livet i skolen – skolen for livet?” som handlade om på vilka sätt utbildningens kulturhistoria kunde skrivas med uitgångspunkt från erfarenheten av bland annat bollsparkande, de äldre killarna i skolan och bagarens kakor.

Med sikte mot Umeå 2012
När man ser tillbaka på den fjärde nordiska utbildningshistoriska konferensen finns alltså mycket att glädjas över. Konferensen visade att det finns en mängd både starka och utvecklingsbara forskningsområden. Vi såg också en bra blandning av företrädare för olika discipliner, vilket gör att man nu kan hävda att det är en verkligt mångvetenskaplig konferens. Trots att konferensen dominerades av svenska deltagare, var det också glädjande att de relativt sett mindre forskningsmiljöerna i Danmark och Norge ändå fanns representerade.

Samtidigt som konferensen alltså visar på både starka och spännande områden inom nordisk utbildningshistorisk forskning, visar den också på områden där en kraftsamling kan ske. Till sådana forskningsområden hör helt uppenbart tidigmodern utbildningshistoria, men också förhållandet mellan utbildning och religion, som trots ovan nämnda session om islamisk utbildning hamnat i skymundan. Som historiker med intresse av ekonomiska perspektiven önskar vi förstås också ytterligare studier kring utbildningens ekonomiska förutsättningar.

Inför den femte konferensen, som kommer att hållas i Umeå 2012, finns det också andra önskemål. Framförallt inser många vikten av att engagera fler deltagare från andra länder än Sverige, och att utveckla samarbetet över disciplin- och nationsgränser även under tiden mellan de utbildningshistoriska konferenserna.

Valet av Umeå ger konferensen goda möjligheter att utvecklas i en positiv riktning. Institutionen för idé- och samhällsstudier i Umeå är mångvetenskaplig, och bedriver forskning inom en rad discipliner, däribland arkeologi, filosofi, historia, idéhistoria, religionsvetenskap och teologi. Vid institutionen finns också en omfattande utbildningshistorisk forskningsmiljö, som bygger vidare på en stark tradition av studier om läs- och skrivkunnighet som noterats ovan. I övrigt är forskningen inriktad mot utbildningshistoriska aspekter på fostran, mångkultur och ämnesdidaktik.
I forskningsmiljön ingår fem internt finansierade doktorandprojekt som behandlar ämnen som elevkultur och minoriteters medborgarskolning. Vid institutionen finns även det ovan nämnda projektet ”Historia utan gräns”, som finansierar ytterligare tre doktorander. Projektet, som bygger på ett samarbete med mellan Umeå universitet, Karlstads universitet och Georg Eckert-institutet för internationell läroboksforskning i Braunschweig, Tyskland, har i nuläget nio deltagare, finansierade av Vetenskapsrådet och Umeå universitet.

Institutionens utbildningshistoriska miljö har också starka internationella kontakter. Vid sidan om den vidareutveckling av samarbetet med Georg Eckert-institutet, har man framförallt riktat sig mot det anglosaxiska området. Detta märks inte minst i att man har varit huvudarrangör för de internationella konferenserna “Pietism, Revivalism and Modernity, 1650–1850” (2005) och “Technologies of the Word: Literacies in the History of Education” (ISCHE 28; 2006). På vilket sätt detta sätter sin prägel på den femte nordiska utbildningshistoriska konferensen ska bli spännande att se.

/Donald Broady, Esbjörn Larsson & Johannes Westberg

En fullversion av denna text finns tillgänglig på: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-133280

Annonser

UTBILDNINGSHISTORIA VID SVENSKA HISTORIKERMÖTET, 5-7 MAJ 2011

UTBILDNINGSHISTORIA VID SVENSKA HISTORIKERMÖTET, 5-7 MAJ 2011
Mer info, se http://www.historikermotet.hum.gu.se/

Åtminstone följande nätverksmöten, föredrag och sessioner vid Historikermötet i Göteborg, 5-7 maj, är av utbildningshistoriskt intresse. Väl mött i Göteborg!

NÄTVERKSMÖTEN
Om kommande läroboken ”Utbildningshistoria – en introduktion” (Studentlitteratur).
Medverkande: Anne Berg, Uppsala. Peter Bernhardsson, Uppsala. Emil Bertilsson, Uppsala. Henrik Edgren, Försvarshögskolan. Samuel Edquist, Uppsala. Sigrid Ekblad, Studentlitteratur. Joakim Landahl, Stockholm. Anna Larsson, Umeå. Esbjörn Larsson, Uppsala. Fay Lundh Nilsson, Lund. Sara Backman Prytz, Uppsala. Johanna Ringarp, Södertörn, David Sjögren, Umeå. Johannes Westberg, Uppsala.

FÖREDRAG
Henrik Björck, Göteborg: Vetenskapshistorisk hattparad: Forskarutbildningens formering som institution och politikområde, 1870–1969.

Lars Elenius, Umeå: Tvåspråkighet för emancipation eller förtryck?

SESSIONER
Historia utan gräns? Historieämnets reformering för fred och internationalisering.
Ansvarig: Daniel Lindmark, Umeå.
Medverkande: Daniel Lindmark, Umeå. Thomas Nygren, Umeå. Henrik Åström, Umeå.

Utbildningens ekonomiska historia. DEL 1 och II
Ansvarig: Esbjörn Larsson, Uppsala, och Anders Nilsson, Lund.
Medverkande: Anders Hedman, Umeå. Sandra Hellstrand, Stockholm. Esbjörn Larsson, Uppsala. Anders Nilsson, Lund. Fay Lundh Nilsson, Lund. Madeleine Michaëlsson, Uppsala. Magnus Svensson, Uppsala. Johannes Westberg, Uppsala.

Framgångsrika kvinnor i akademin. Första och andra vågens kvinnliga forskare.
Ansvarig: Kirsti Niskanen, Stockholm
Medverkande: Kirsti Niskanen, Stockholm. Marika Hedin, Statens maritima museer. Hanna Markusson Winkvist, Göteborg. Christina Florin, Stockholm.

Transnationella utbildningsstrategiers betydelse för omvandlingen av kulturella fält i Sverige.
Ansvarig: Marta Edling, Uppsala.
Medverkande: Marta Edling, Uppsala. Donald Broady, Uppsala. Bo G Ekelund, Stockholm. Alexander Ekelund, Uppsala. Martin Gustavsson, Uppsala. Andreas Melldahl, Uppsala. Annika Öhrner, Uppsala

Ungdomens självfostran.
Ansvarig: Sara Backman Prytz, Uppsala.
Medverkande: Sara Backman Prytz, Uppsala. Joakim Landahl, Stockholm. Björn Norlin, Umeå. Petter Sandgren, European University Institute.

Education and the State, 15/9-17/9 2011, Switzerland

X-posted from H-Soz-u-Kult

Date: Wed, 18 Jan 2012 22:07:26 +0100
From: Madeleine Michaelsson <madeleine.michaelsson@edu.uu.se>
Subject: Tagber: Education and the State – Historical Perspectives on
a Changing Relationship

——————————————

Carla Aubry / Michael Geiss / Veronika Magyar-Haas / Jürgen Oelkers,
Department of Education, University of Zurich
15.09.2011-17.09.2011, Kartause, Ittingen, Switzerland

Bericht von:
Madeleine Michaelsson, Sociology of Education and Culture (SEC),
Department of Education, Uppsala University
E-Mail: <madeleine.michaelsson@edu.uu.se>

The conference ”Education and the State”, dealt with the development of
state educational systems from a historical perspective. Its point of
departure was that a wide variety of philosophical and theoretical
concepts, with different national, international and transnational
backgrounds, are necessary in order to explain different institutional
arrangements, expressed through laws, ordinances and programmes. The
influence of both private and public sectors was considered important in
order to understand the structural necessities and cultural connections
within the educational system.

By way of an international comparison, MIRIAM COHEN (New York) presented
”The Growth of Mass Schooling in Great Britain, France and the United
States”. The issue of education as a question of state development was
addressed with a special focus on centralisation, decentralisation and
national differences. Cohen illuminated the relationship between private
initiatives and state responsibility and highlighted differences such as
the redistribution of money, the improvement of state efficiency and the
way education programs were implemented.

The presentation by GABRIELA OSSENBACH SAUTER (Madrid) paid attention to
primary or elementary schools and focused on the question of how
so-called ”backward countries” such as Columbia, Ecuador, Chile,
Argentina and Uruguay acted to create national identities via the school
system between 1870 and 1920. The main sources for this comparative
study were pedagogical and political discourses about the state’s
responsibility for public education and the relevance of citizenship, as
well as the relation between the state and the Catholic Church. The
lecture was followed by a critical discussion concerning the degree of
abstraction needed for such comparative studies about different nation
states with diverse political changes and legal systems.

The main issues dealt with in the study by DEIRDRE RAFERTY (Dublin) were
the Church-state relation and power. In her presentation ”A Hybrid
People: The Irish at School, 1830-1930”, she showed how the explicit
political expression of schooling in Ireland was closely connected to
religious and national identity. State education was managed by the
national board, which was also in control of all issues such as
textbooks, curricula and teacher training. Catholic and Protestant
pupils were brought together, and the standardised national classroom
indicated that secular education was taking place. Summing up, Raferty
concluded that the heritage from this period was a confused aggregate of
state dominance, influence from Britain and competing churches.

The presentation by PHILIPPE EIGENMANN (Zurich) dealt with a school
reform in Zurich that was enacted in 1996 and was part of the
Europe-wide autonomy policy in education that emerged in the late 1980s.
Eigenmann investigated what happened at individual schools during the
implementation of this reform. The analysis showed that the organisation
of the reform paradoxically led to de-democratisation and an increase in
school administration. Various committees and subcommittees were set up
to implement the project as well as control mechanisms needed to
supervise the committees’ work. Eigenmann concluded that the political
promises of less administration, more decentralisation and increased
participation, which had been powerful arguments during the political
promotion of the reform, were not fulfilled with respect to concrete and
actual practices.

In his talk on ”The Exercise of Power in an Authoritarian School”,
THOMAS EWING (Blacksburg) examined the alleged disciplining of a girl in
the Soviet Union, with a special focus on the aspect of
self-disciplining. The source of his study was the diary of a young
schoolgirl, written between 1932-37. Ewing illuminated the way in which
power was exercised in a world of complete censorship. But the diary
also reflected how far pupils undercut the official doctrines and what
everyday life in Stalin’s schools looked like.

JUDITH KAFKA (New York) presented a historical overview on ”School
Discipline Policy in the United States”, which for a long time had been
an unregulated matter. In the 20th century it became a far more
regulated realm. Kafka reconstructed this transformation in idea and
practice. Violence in urban school systems during the 1950s caused
complaints and made the question a public issue. Many groups demanded
more discipline at schools. However, the teachers wanted more specified
rules to follow. And the state followed its already existing
institutions.

In his paper on ”The State of Education in the States: The Evolving
Federal Role in American School Policy”, PATRICK MCGUINN (Madison) dealt
with the changes in American education policy between 1965 and 2011.
McGuinn emphasised how the widely discussed ”No Child Left Behind Act”
(NCLB) meant a dramatic expansion of the federal role in education.
Starting with the Elementary and Secondary Education Act in 1965,
McGuinn also reconstructed NCLB’s prehistory and the changes in
inter-governmental relationships during the past 46 years.

The presentation by MICHAEL GEISS (Zurich) dealt with Baden’s writing
bureaucrats in the 19th century. He showed how educational
administration was based on writing and creative writing abilities,
although often it was said to be connected to narrow-mindedness,
ineffectiveness and power. The bureaucrats’ publications dealt with a
large range of subjects such as the history of education, educational
administration, didactics and child psychology, and were discussed in
the national teachers’ press.

CARLA AUBRY (Zurich), in her presentation ”Organising Equity: The
Provision of Schooling and the State”, focused on how resources were
gained, distributed and redistributed in the town of Winterthur,
Switzerland, in the 19th century. The rights to political participation
were closely linked to administrative power, access to common properties
and distribution of resources. The techniques of transforming material
resources into the immaterial good of education were significant because
they enabled educational opportunities while at the same time
restricting them.

VINCENT CARPENTIER (London) analysed the relationship between public
expenditure on education and economic growth in the 19th and 20th
centuries from an international comparative perspective. The growth of
public funding of education and the fluctuation of the public effort in
relation to economic cycles reveals different patterns. Before 1945 it
was countercyclical. From then on, education was seen as an investment
and as being valuable for economic growth – public expenditure in
politics changed from a corrective to a driving force.

The paper ”Make the Nation Safe for Mass Society: Debates about
Propaganda and Education in the USA in the 20th Century” by NORBERT
GRUBE (Zurich) dealt with the concepts and ideas of intellectuals,
philosophers, politicians, and especially mass communication researchers
concerning the creation of national homogeneity or even conformity in
the United States in the first half of the 20th century. In the
historical context of mass society, two world wars, economic depressions
and social crises in the United States, governmental propaganda was
partially seen as a means to achieve national coherence. While
efficiency became the new aim of pedagogy, schools and mass
communication research, propaganda was regarded as a new tool to educate
mass society. Grube analysed the intersections between political
propaganda and education and gave an outlook on the era of the Cold
War.

The contribution ”Closeness and Distance in the Conceptualisation of
Society” by VERONIKA MAGYAR-HAAS (Zurich) sketched the crossover of the
theories of the state, social theories, and anthropological ideas. Her
analysis focused on the social-philosophical approach of Helmuth
Plessner. His criticism of community (1924) and his positive
understanding of society were presented as an answer to the historical
situation in Germany in the 1920s, but the topicality of Plessner’s
critique was outlined, too. Plessner’s relationing of the social
systematically takes the relevance of human dignity into consideration.
By way of Plessner’s anthropology of the open, it is possible to
criticise homogenising ideas in the context of society concepts, and it
assumes a heterogeneous sociality which makes it possible to recognise
others by keeping distance, which was discussed under the term
”education” during the talk. In this sense, the state would have an
educational task, not only concerning school education but also to
safeguard humane and dignified conditions.

HOLGER ZIEGLER (Bielefeld) reconstructed the transitions in the role of
the state in the context of social work in the second half of the 20th
century in connection with the rise of the ”regulatory state”. In this
sense, the state regulates rather than produces welfare; it governs by
directing, so that state functions are shifted from ”rowing to
steering”. Referring to the analysis of Pat O’Malley and Christopher
Pollitt, Ziegler was able to show how managerialism as a central
strategy of advanced liberal policies replaced trust in professionals by
organisational forms of regulation. He argued that the governing of
social work in the context of the regulatory state is a mode of
”management by measurement” in the sense of governing by numbers. This
was a well-known phenomenon to the contributors, although they are
working and researching in quite different national contexts.

The relationship of utopia, state and education was analysed by JÜRGEN
OELKERS (Zurich). Starting out from social utopias in the sense of
”Staatsromane”, Oelkers sketched the development of utopia in terms of
the history of ideas with multifaceted sources regarding ancient Greek
philosophy, the utopian works produced in the Middle Ages as well as
social utopias in the modern sense. In doing so, he could show how
widely varied the utopian narrative is, if the research scope is not
limited to the classical writers such as Morus, Campanella or Bacon.
Oelkers pointed out that the concept of utopia is closely linked to
ideas of better education. He argued that democracy is not a utopia but
a living reality that can convince even its critics.

This very well organised and international conference offered different
and exciting perspectives at many levels. The presentations demonstrated
a number of ways to explore the historical implications between
education and the state. Methods, theories, study designs and sources
varied significantly between the surveys, which also offered an
excellent base, not only for discussions on the results, but also for an
epistemological debate. Research strategies varied from huge
quantitative surveys to small case studies. Through this broad
representation of research traditions, the studies illuminated this area
of knowledge in a very rich way. It also became evident that a complex
relationship, such as that between education and state, requires many
different approaches to become clearer. The conference generated new
research questions, such as demarcation issues concerning the state and
administration, the local and the central, the need for further
international comparisons and the difficulty of capturing changes over
time.

Conference overview:

Jürgen Oelkers (Zurich): Opening remarks

Miriam Cohen (New York): The Growth of Mass Schooling in Great Britain,
France and the United States

Gabriela Ossenbach Sauter (Madrid): State Intervention in Backward
Countries: Case Studies of State Education Systems in Hispanic world

Deirdre Raferty (Dublin): A Hybrid people: The Irish at school,
1830-1930=20

Philippe Eigenmann (Zurich): Noble Aims, Humble Impact. Reorganizing
Public Schools in Zurich, 1995-2000

Thomas Ewing (Blacksburg): The Exercise of Power in an Authoritarian
School

Judith Kafka (New York): School Discipline Policy in the United States

Patrick McGuinn (Madison): The State of Education in the States: The
Evolving Federal Role in American School Policy

Michael Geiss (Zurich): To Write Like a Bureaucrat: Educational
Administration as an Intellectual Phenomenon

Carla Aubry (Zurich): Organising Equity: The Provision of Schooling and
the State

Vincent Carpentier (London): State Education, Growth and Austerity: An
Historical View

Norbert Grube (Zurich): Make the Nation Safe for Mass Society: Debates
about Propaganda and Education in the USA in the 20th Century

Veronika Magyar-Haas (Zurich): Closeness and Distance in the
Conceptualisation of Society

Holger Ziegler (Bielefeld): ”Governing by numbers” – Social Work in the
Age of the Regulatory State

Jürgen Oelkers (Zurich): Utopia, State and Democracy

URL zur Zitation dieses Beitrages
<http://hsozkult.geschichte.hu-berlin.de/tagungsberichte/id=3D4010&gt;

————————————————————————
Copyright (c) 2012 by H-Net, Clio-online, and the author, all rights
reserved. This work may be copied and redistributed for non-commercial,
educational purposes, if permission is granted by the author and usage
right holders. For permission please contact H-SOZ-U-KULT@H-NET.MSU.EDU.

History of Schooling 8-10 June 2011, Uppsala

Welcome to the website>> of the conference titled “History of Schooling: Politics and local practice”. The conference will be held in 2011, June 8-10, at Uppsala University, Sweden. It is organized by Carla Aubry (University of Zurich) and Johannes Westberg (Uppsala University).

In historical research, studies of education policy and local practice are often investigated in relative isolation from one another. There is a divide between researchers with focus on local studies and those which concentrate on the ‘bigger picture’. Projects tend to deal either with public policy and discourse, or with local practices and cultures.

To integrate illuminating details and wider contextual relations inevitably means that theoretical clarity will sometimes be partially obscured by empirical messiness, while what appear to be significant details in particular institutional and national contexts may get lost in the attempt to make broader generalizations.

The conference will focus on these different levels of historical research. In order to get fresh input (regarding theoretical standpoints, source materials, research literature etc.) the participants will present and discuss their phd- and postdoc projects on subjects such as language education, educational administration, student magazines and elementary school funding.

ISCHE 34. Geneve 27-30 juni 2012

Conference Theme
Contemporary historiography shows a renewed interest in phenomena of transfer, circulation, diffusion, flux and exchange among different spheres. Notions such as internationalization, globalization and others are used to describe these phenomena. Placing these concepts in their historical and theoretical frameworks, the aim of this Conference is to examine the processes that they designate in the field of education. What is diffused, exchanged, transferred? Are these movements linear, circular or deferred? Transcending national borders, how do actors, networks and institutions mediate educational knowledge and practice? In what social and historical conditions do these mediations take place? What are the constraints and the forces –economic, political, cultural, geographic– that structure these exchanges? Who are the principal beneficiaries of the processes of internationalization? What dynamics of emancipation, exclusion, resistance are produced during global exchanges?

Under various forms and rhythms, these phenomena concern all levels of education, individual and collective actors, as well as spheres of extracurricular activity. They can be discerned in systems, models, theories, curricula and institutions as well as in educational practice. New dialectical relationships are developing between internationalism and nationalism, homogeneity and hybridization, universalism and particularism, openness and withdrawal, solidarity and exclusion; they involve a redefinition of educational knowledge, practice and discourse. These long-term phenomena take the form of specific configurations depending on historical and geographic contexts. An example is the way in which the Universalist project of the Enlightenment was produced, spread, received, contradicted and retranslated in different parts of the world.

Mini_Program_ISCHE_17juin