Transatlantic Encounters In History Of Education

In the last twenty years, transnational perspectives have gained momentum in the field of historical-educational research. Scholars have made substantial efforts to rethink nation-based historiographies by reconstructing and reinterpreting the cross-border encounters and intertwined processes that have turned the history of education into a transnational enterprise. A closer look at specific transnational spaces furthers a better understanding of these processes. Against this backdrop, the book offers case studies focusing on transatlantic encounters with special regard to the manifold entanglements between Germany and the United States of America that represent one of the most complex, dynamic, and vivid educational spaces between the eighteenth and twentieth century. Drawing on excellent source material, each contribution examines interaction processes as the genuine transformative moment within any cross-border transfer, and investigates exchanges of concepts, institutions, and materials. Under this premise, the book draws attention to shifting trajectories in the German-American history of education that can be identified by focusing on long-lasting transnational entanglements. By offering a wide range of research approaches, the publication furthermore contributes innovative methodological thoughts to transnational histories of education that go beyond the German-American context and will interest students, emerging researchers, and experts of history of education.

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Discussions about fundamental historical events of the past century have invaded the public domain; Public opinion and policy-makers ask framers of the public image of the past to provide guidance, reassurance, and legitimisation. Increasing social heterogeneity and cultural difference force us to revise our traditional concepts of culture and examine the public, social and pedagogical implications of multiculturalism in an explicitly comparative perspective. This book explores how history has been used to support or oppose the political orders of our century as well as its great themes, and how historians have dealt with issues of scholarly objectivity, personal beliefs, and public commitment.

An exchange on education ideas has shaped the transatlantic discourse in education for a long time. Over the past two decades education science has increasingly become networked internationally. Since 2015, the Office for International Cooperation in Education at DIPF | Leibniz Institute for Research and Information in Education has organized international sessions on education research at the Annual Meetings of the American Educational Research Association, thus providing a floor for transatlantic exchange on current research topics. The volume gives an overview of the transatlantic activities in education research with regard to these sessions representing a collection of topics ranging from school development over the use of large scale assessment and digital data in education to questions related to migration and public education or the economization of education. At the same time the volume offers a reflection on the assets and obstacles of international exchange.

In the first major study of twentieth-century feminism as an Anglo-American phenomenon, Lucy Delap offers a unique perspective on the politics of gender. By exploring the intellectual history and cultural politics of Anglo-American feminism Delap challenges the reader to re-think the nature of both the 'avant-garde' and 'feminism'.

Paris was the artistic capital of the world in the 1920s and '30s, providing a home and community for the French and international avant-garde. Latin American artists contributed to and reinterpreted nearly every major modernist movement that took place in the creative center of Paris between World War I and World War II, including Cubism (Diego Rivera), Surrealism (Antonio Berni and Roberto Matta), and Constructivism (Joaquin Torres-Garcia). Yet their participation in the Paris art scene has remained largely overlooked until now. This book examines their collective role, surveying the work of both household names and an extraordinary array of lesser-known artists. Michele Greet illuminates the significant ways in which Latin American expatriates helped establish modernism and, conversely, how a Parisian environment influenced the development of Latin American artistic identity.

Chapter 14 from this book is published open access and free to read or download from Oxford Scholarship Online, https://oxford.universitypressscholarship.com/ Before the UN Sustainable Development Goals enables professionals, scholars, and students engaged with the Sustainable Development Goals (SDGs) to develop a richer understanding of the legacies and historical complexities of the policy fields behind each goal. Each of the seventeen chapters tells the decades- or centuries-old backstory of one SDG and reveals the global human connections, governance tools and frameworks, and the actors involved in past efforts to address sustainable development challenges. Collectively, the seventeen chapters build a historical latticework that reveals the multiple and often interwoven sources that have shaped the challenges later encompassed in the SDGs. Engaging and insightfully written, the book's chapters are authored by international experts from multiple disciplines. The book is an indispensable resource and a vital foundation for understanding the past's indelible footprint on our contemporary sustainable development challenges.

While comparative constitutional law is a well-established field, less attention has been paid so far to the comparative dimension of constitutional history. The present volume aims to address this shortcoming by bringing focus to comparative constitutional history.