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Descriptors:
Childrens Rights; Democracy; Democratic Values; Civil Rights; Global Approach; International Programs; International Cooperation; Social History; World History; Foreign Countries; War; Public Policy; Educational Policy

Abstract:
Although the Convention on the Rights of the Child (1989) was a significant international achievement, its adoption requires analysis and interpretation in terms of the possibilities and limitations of multilateral cooperation. The international movement for children's rights can only be conceived as the result of a system of multilateral education, which from its beginning in the late nineteenth century was shaped by interrelationships among governments and international and transnational non-governmental organizations. The development of international commitments is traced, from tightly-bounded prescriptions concerning children's rights to international community insistence that the survival, protection and development of children are universal development imperatives integral to human progress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; War; International Organizations; Child Welfare; International Educational Exchange; International Cooperation; Educational History; Coordinators; Organizational Development; Curriculum Development; Networks

Abstract:
There is hardly any doubt that the First World War interrupted most of the international educational relations that had reached their peak in the two decades before the outbreak of the war. In virtually all areas of education--the educational system, educational science, teaching and learning, child welfare, and the educational professions--international organizations and congresses had been established at this time. Exhibitions at world's fairs attracted numerous educators and teachers; an intensive international exchange of students and teachers led to mutual communication and cooperation. Nevertheless, the growth of these international educational relations was lacking a central body for the coordination of all these activities and for making them more effective. Various attempts in Europe and the US to found an international bureau of education since the 1870s had been unsuccessful, and the beginning of the war in 1914 seemed to nullify these institutionalized forms of international collaboration and well-established networks. However, the war did not tear them apart. Many of the projects of the prewar period were reestablished, as were international organizations and congresses. But in contrast to its earlier phase, the internationalization process in the 1920s became much more institutionalized, and the previously existing networks that had been rather weak now found an organizational basis for their--in many cases very similar--efforts and goals. (Contains 1 figure and 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Politics of Education; International Cooperation; Educational Change; Ethics; Global Approach; International Educational Exchange; Science Education History; Conferences; Social Networks; Intellectual History; Models; Persuasive Discourse

Abstract:
Internationalism became one of the keywords in the international intellectual and political debates at the end of the nineteenth century. As a political, cultural and social movement it also included science and education. The desire for international cooperation and global understanding was caused by the growing economic interdependence in the world and the threat to peace by nationalistic politics of the imperialistic powers. Within the context of discipline formation and fragmentation, cultural critique, social reform and pacifist movements, academic educationists, teachers and educational and social reformers in various countries tried to establish an international network to promote scientific cooperation, peace, mutual understanding and professional collaboration. In this article, the author will try to place the phenomenon of internationalism within the context of the formation of educational sciences in the early twentieth century. Drawing from the example of other scientific disciplines at this time, such as geography, meteorology and physics, one can assume that the internationalizing of education also increased its professional and scientific standards. The "disciplinarization process" [Whereas this term is used by Hofstetter and Schneuwly, Van Gorp, Depaepe, and Simon prefer the notion "discipline-formation process". See Rita Hofstetter, "The Construction of a New Science by Means of an Institute and Its Communication Media. The Institute of Educational Sciences in Geneva (1912-1948)", and Angelo Van Gorp, Marc Depaepe & Frank Simon, "Backing the Actor as Agent in Discipline Formation: An Example of the "Secondary Disciplinarisation" of the Educational Sciences, Based on the Networks of Ovide Decroly (1901-1931)", both in this issue.] of educational sciences was closely intertwined with the genesis of an international scientific network through special institutions. In order to investigate this assumption, the genesis, structure, contents and effects of international cooperation in the field of education in the first decades of the twentieth century will be considered. This international cooperation took on different shapes. It included, among others, the international exchange of teachers and students, international educational exhibitions, international congresses, transnational institutions, multilateral standardization and international journals. The focus will be on the main agents of institutionalized internationalization, namely international congresses and associations, and individual forms of international communication and cooperation will therefore not be dealt with. The article begins with a short overview of the different kinds of international educational congresses. Two types of internationalization within this institutional setting will then be introduced: the research-oriented, "scientifically" based model of academic educationists ("new educational sciences") and the instruction and reform-oriented, "politically and morally" based model of a social movement (New Education). Finally the geographical extension of internationalization will be analyzed briefly before the main argument is set out in the concluding remarks, namely that the internationalization of education through international institutions found its driving force in moral and political assumptions of the teaching profession and its goals of school reform within the New Education rather than in an international scientific paradigm of the academic "new educational sciences". Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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