Based on archive-based empirical and historical research, this book takes a close look at past developments in the United Nations Educational, Scientific and Cultural Organization's educational policies and practices, with a particular focus on history teaching, in order to offer a new research trajectory for understanding the roles played by UNESCO and other international organizations and the effects of globalization on education.
Based on archive-based empirical and historical research, this book takes a close look at past developments in the United Nations Educational, Scientific and Cultural Organization's educational policies and practices, with a particular focus on history teaching, in order to offer a new research trajectory for understanding the roles played by UNESCO and other international organizations and the effects of globalization on education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Aigul Kulnazarova is Professor of International Relations and International Law, School of Global Studies, Tama University, Japan. She specializes in international organizations, international relations, international law, human rights, global studies, and history. Her current research is concerned with the politics of history education in East Asia and post-Soviet republics, human rights education, democracy, and international relations in Asia. Christian Ydesen is Associate Professor, Department of Learning and Philosophy, Aalborg University, Denmark. His PhD dissertation - from the Department of Education at Aarhus University and at the Centre for Educational Sociology, University of Edinburgh - is about the history of educational testing in Denmark, with a special emphasis on transnational connections and the impact of international organizations.
Inhaltsangabe
Part I - Introductory Framework 1. The Nature and Methodology of UNESCO's Educational Campaigns for International Understanding 2. Textbook Revision Programme: history, concepts, and assumptions Part II - Campaigns for International Understanding and Peace: UNESCO's challenges and opportunities 3. Battling Minds: conservatives, progressives, and UNESCO in postwar United States 4. UNESCO's Reeducation Activities in Postwar Japan and Germany: changing minds and shifting attitudes towards peace and international understanding 5. The Role of Science Education in the Nuclear Age: UNESCO's promotion of "Atoms for Peace" in 1946-1968 6. UNESCO's Education for Living in a World Community: from teacher seminars to experimental activities, 1947-1963 7. Advancing International Understanding in Africa: UNESCO and the history of education in Rwanda Part III - UNESCO and the Politics of History Education: local and global discourses 8. History at the Intersection of Human Rights, International Understanding, and Past Memories: UNESCO and textbook revisions in Belgium, 1944-1956 9. Jaime Torres Bodet, Mexico, and the Struggle over International Understanding and History Writing: the UNESCO experience 10. UNESCO and "Better History Textbooks": reflections on public discourse and policy-making in postwar Japan 11. The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945-1960 Part IV - UNESCO's Experiments with Race, Science, and Antiracism 12. Perturbed by "Race": antiracism, science, and education in UNESCO during the global Cold War 13. South Africa's "Strange" Relations with UNESCO: antiracism versus apartheid Part V - UNESCO and International Understanding in a Divided World 14. Debating International Understanding in the Western World: UNESCO and the United States, 1946-1954 15. Debating International Understanding in the Eastern World: UNESCO and the Soviet Union Conclusion
Part I - Introductory Framework 1. The Nature and Methodology of UNESCO's Educational Campaigns for International Understanding 2. Textbook Revision Programme: history, concepts, and assumptions Part II - Campaigns for International Understanding and Peace: UNESCO's challenges and opportunities 3. Battling Minds: conservatives, progressives, and UNESCO in postwar United States 4. UNESCO's Reeducation Activities in Postwar Japan and Germany: changing minds and shifting attitudes towards peace and international understanding 5. The Role of Science Education in the Nuclear Age: UNESCO's promotion of "Atoms for Peace" in 1946-1968 6. UNESCO's Education for Living in a World Community: from teacher seminars to experimental activities, 1947-1963 7. Advancing International Understanding in Africa: UNESCO and the history of education in Rwanda Part III - UNESCO and the Politics of History Education: local and global discourses 8. History at the Intersection of Human Rights, International Understanding, and Past Memories: UNESCO and textbook revisions in Belgium, 1944-1956 9. Jaime Torres Bodet, Mexico, and the Struggle over International Understanding and History Writing: the UNESCO experience 10. UNESCO and "Better History Textbooks": reflections on public discourse and policy-making in postwar Japan 11. The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945-1960 Part IV - UNESCO's Experiments with Race, Science, and Antiracism 12. Perturbed by "Race": antiracism, science, and education in UNESCO during the global Cold War 13. South Africa's "Strange" Relations with UNESCO: antiracism versus apartheid Part V - UNESCO and International Understanding in a Divided World 14. Debating International Understanding in the Western World: UNESCO and the United States, 1946-1954 15. Debating International Understanding in the Eastern World: UNESCO and the Soviet Union Conclusion
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