Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Bibliography
- 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.
- Arnove, R., (ed.) (1980). Philanthropy and Cultural Imperialism: The Foundations at Home and Abroad. Boston: G.K. Hall& Co.
- 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.
- Caute, D. (2005). The Dancer Defects: The Struggle for Cultural Supremacy during the Cold War. Oxford: Oxford University Press.
- 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), pp. 274-288.
- Christophe, B., Gautschi, P. & Thorp, R. (eds.) (2019). The Cold War in the Classroom: International Perspectives on Textbooks and Memory Practices, Cham: Palgrave Macmillan.
- Christiansen, S. & Zachary, S. A. (eds.) (2013). The Third World in the Global 1960s. New York: Berghahn Books, New York.
- Clavin, P. (2005). Defining Transnationalism. Contemporary European History, 14, 421-439.
- Coombs, P. H. (1968). The World Educational Crisis: A Systems Analysis. New York: Oxford University Press.
- 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. (2020). “A New Global Ethic”: A History of the United Nations International Environmental Education Program, 1975-1995, Foro de Educación, 18(2), 83-108.
- 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 Poul Duedahl (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. (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.
- 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.
- Gienow-Hecht, J. & Donfried, M. (2010). The Model of Cultural Diplomacy: Power, Distance, and the Promise of Civil Society. In Gienow-Hecht, Jessica & Donfried, Mark (eds.), Searching for a Cultural Diplomacy (pp. 13-32). New York: Berghahn Books.
- Gienow-Hecht, J. (2010). Culture in the Cold War. In Leffler, M. & Westad, O. A. (eds.). The Cambridge History of the Cold War (pp. 398-419). Cambridge: Cambridge University Press.
- Gilboa, E. (2008). Searching for a Theory of Public Diplomacy. The Annals of the American Academy of Political and Social Sciences, 616, 55-77.
- Gilman, N. (2003). Mandarins of the Future: Modernization Theory in Cold War America. Baltimore: The Johns Hopkins University Press.
- Goedde, P. (2017). ¿Power, Culture, and the Rise of Transnational History in the United States’. The International History Review, 40(3), 592-608.
- González-Delgado, M. & Groves, T. (2016). Influencias extranjeras en la formación continua del profesorado en el segundo franquismo. En 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.
- 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. (2020). «Estar a la altura de nuestro tiempo»: la televisión educativa, la UNESCO y la modernización de la enseñanza en el franquismo, Hispania, 80(265), pp. 597-627.
- 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, doi: https://doi.org/10.1080/00071005.2019.1645810
- 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 foering 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., Jover Olmeda, G. & Quiroga-Uceda, P. (2020). «HABLAR POCO Y HACER MUCHO»: Las campañas de educación popular - una iniciativa del servicio universitario del trabajo para las universidades españolas (1962-1968), Revista História da Educação, 24, 1-29.
- Igelmo-Zaldívar, J. (2012). Las teorías de la desescolarización: Cuarenta años de perspectiva histórica. Social and Education History, 1(1), 2857.
- Isozaki, T. (2016). Historical insights into British, Japanese and US general science from the first half of the twentieth century. Asia-Pacific Science Education, 2(1), 1-16.
- 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.
- Latham, M. (2010). The Cold War in the Third World, 1963–1975. In Westad, O. A. & Leffler (eds.). The Cambridge History of the Cold War, (pp. 258-280). Cambridge: Cambridge University Press.
- Laville, H. & Wilford, H. (2006). The US Government, Citizen Groups and the Cold War: The State-Private Network. London: Routledge.
- 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.
- 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.
- 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, Ó. (2019). ‘The Most Developed of the Underdeveloped Nations’. US Foreign Policy and Student Unrest in 1960s Spain. The International History Review, 41(3), 539-558.
- Martín García, Ó. & Delgado Gómez-Escalonilla, L. (eds.) (2020). Teaching Modernization Spanish and Latin American Educational Reform in the Cold War. New York: Berghahn Books.
- Martín García, Ó. & Mgnúsdottir, R. (eds.) (2019). Machineries of Persuasion: European Soft Power and Public Diplomacy during the Cold War. Berlin: De Gruyter Oldenbourg.
- Martín-García, Ó. (2013). A complicated mission: The United States and Spanish students during the Johnson administration. Cold War History, 13(3), 311-329.
- Martín-García, Ó. (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.) (2019). Transnational Perspectives on Curriculum History. London: Routledge.
- McMahon, Robert (ed.) (2013). The Cold War in the Third World. Oxford: Oxford University Press.
- 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 Poul Duedahl (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.
- Nye, J. (1990). Bound to lead: The Changing Nature of American Power. New York: Basic Books.
- Nye, J. (2004). Soft Power: The Means to Success in World Politics. New York: Public Affairs.
- Nye, J. (2008). The Powers to Lead. Oxford: Oxford University Press.
- 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.
- Osgood, K. & Etheridge, B. (2010). Introduction. The New International History Meets the New Cultural History: Public Diplomacy and U.S. Foreign Relations. In Osgood, K. & Etheridge, B. (eds). The United States and Public Diplomacy: New Directions in Cultural and International History (pp. 1-25) Boston: Martinus Nijhoff.
- 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 con contemporaine, 11, 2-17.
- 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), 679-700.
- 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.
- Schultz, T. (1968). Valor económico de la educación. México: UTEHA.
- Scott-Smith, G. (2014). Private Diplomacy: Making the Citizen Visible. New Global Studies, 8(1), 1-7.
- 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. (2013). A More Systemic Fight for Reform: University Reform, Student Movements, Society, and the State in Brazil, 1957–1968. In Christiansen, S. & Scarlett, Z. (eds.). The Third World in the Global 1960s1(pp. 101–115). New York: Berghahn Books.
- Snider, C. (2020). Passing through a Critical Moment” The United States and Brazilian University Reform in the 1960s. In Martín García, O. & Deñlgado Gómez- Escalnilla, L. (eds). Teaching Modernization: Spanish and Latin American Educational Reform in the Cold War (pp. 195-220). New York, Berghahn Books.
- Snow, N. (2009). Rethinking Public Diplomacy. In Snow, N. & Taylor, P. (eds.). Routledge Handbook of Public Diplomacy (pp. 3-12). London: Routledge.
- Snyder, S. (2013). Bringing the Trasnational In: Writing Human Rights into the International History of the Cold War. Diplomacy and Statecraft, 23, 100–116.
- 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.
- Struck, B., Ferris, K. & Revel, J. (2011). Introduction: Space and Scale in Transnational History. The International History Review, 33(4), 573-584.
- 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), pp. 208-223.
- Tournès, L. & Scott-Smith, G. (2017). A World of Exchanges. Conceptualizing the History of International Scholarship Programs (Nineteenth to Twenty-First Centuries). In Tournès, L. & Scott-Smith, G. (eds.). Global Exchanges. Scholarships and Transnational Circulations in the Modern World (pp. 1-19). New York: Berghahn Books.
- 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), pp. 1-19.
- Tyrrell, I. (2007) Transnational Nation. United States History in Global Perspective since 1789. Basingstoke: Palgrave Macmillan.
- 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.
- Weisbrode, K. (2013). Old Diplomacy Revisited. Basingstoke: Palgrave Macmillan.
- Westad O. A. (2000). The New International History of the Cold War: Three (Possible) Paradigms. Diplomatic History, 24, 551–565.
- Westad, O. A. (2003). The Global Cold War. Third World Interventions and the Making of Our Times. Cambridge: Cambridge University 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. (2020). Combining Global and Local Narratives: A New Social History of the Expansion of Mass Education?, European Education, doi: 10.1080/10564934.20 20.1727750
- 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.
- Ydesen, Ch. (ed.) (2019). The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex. Cham: Palgrave Macmillan.