Session Information
17 SES 13, Knowledge in Education: Circulations, Transformations, Implementations in a Transnational Perspective Part 2
Symposium
Contribution
The issue of circulations, connections and transfers of models, policies, or actors has been posited at the heart of the historiographical debates for over a decade. Supplied by various schools advocating different methodological approaches (“histoire croisée”, global or world history, connected history), these perspectives affirm the need to transcend national boundaries in the analysis of historical phenomena. The history of the last two centuries have thus been deeply enriched, especially when focusing on the genesis of public policies, considered as a result of complex influences and scales variations between local, regional, national, transnational and finally global contexts. Taking these renewals into account, this symposium focuses attention on the circulation of knowledge in the field of education with a special interest on the one hand on agents acting in favor of these transfers (networks, collective actors, whether national or international), and on the other hand on the nature of the transformations / resemantisations which these knowledge undergo during the circulations’ processes.
1. The first aim is to identify the individual and collective actors who made circulatory mechanisms possible in education. It will attempt to map the diversity of interventions involved in these transnational processes, focusing on formal and informal networks, professional associations, academia, expert networks, federations, churches and international organizations. What was their role in the phenomena of exporting/ importing /mixing models or information in the field of education and related policies? what relationship do they have with national actors and milieus?
A cross between biographical approach and prosopographical investigation in this regard is particularly relevant insofar as it helps to highlight the individual or collectives journeys taken by various “smugglers” in order to facilitate or bring about circulatory processes.
2. We will examine here the media that make circulation materially and technically possible between the diversity of educational systems and individual or collective actors. This axis wants to study different spatial configuration particularly conducive to transfers processes (congresses and their transformations during the 19th-20th centuries), institutional networks (national schools relying on a specific teaching model) and also various media (magazines, journals) through which circulations of varying magnitude are possible.
But it is also through legal vectors that such transfers are also organized, and in this respect the role of international conventions, their development, their distribution and their impact will be highlighted here.
This symposium will help identify the nature of knowledge flowing and how they are transformed in the process. They will build a typology of knowledge built and retranslated (selected areas, degree of specialization, their level of theorization, discursive forms and modes of reasoning retained), as well as geography references called and of privileged communications networks (regional, national, transnational, transcontinental). In this respect, the role of these actors, of their networks, and of the logical processes related to transnational circulations in the construction of educational innovation deserves attention: these interventions help to identify exogenous factors that drive creativity in the national educational research.
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