Celebrating the Past: Claiming the Future

Paedagogica Historica, 2019

In more practical terms, the article builds its argument on the work of Regula Bürgi, who argues that understanding the processes behind the OECD's rise to prominence in the field of education requires a nuanced picture of the organisation-one that accounts for the various institutionalisation processes, the key agents and networks, and the ruling paradigms. 3 Second, Kerstin Martens argues that the "comparative turn" in global education policy that the OECD advocated and promoted must be understood as the result of a historically instituted paradigm of cross-national comparison being a powerful engine to promote educational quality. 4 Third, the article also builds on Daniel Tröhler's work that has pointed out that a paradigm of social engineering and statistical planning sprang from the United States in the aftermath of World War II, which was instrumental in triggering the type of technocratic culture characterised by such entities as the OECD. 5 While this article draws on the insights provided by these works, its research builds on two interdependent premises to study the case of the OECD in its work of producing educational studies and policies that we believe will advance the literature of the discipline and respond to Bürgi's recent call for more research on the "(…) structural if not existential 3 Regula Bürgi, Geplante Bildung für die freie Welt: Die OECD und die Entstehung einer technokratischen Bildungsexpertise (Luxembourg: University of Luxembourg, 2015). In terms of institutionalization processes, Bürgi emphasizes the establishment of the Comittee for Scientific and Technical Personnel (CSTP) in 1958, the Centre for Educational Research and Innovation (CERI) in 1968 and the role of the Ford Foundation. Some of the key agents are Alexander King, described by some as the "Organisation's long-time science director and unofficial intellectual leader", and Ron Gass, head of the CSTP. In terms of paradigms, Bürgi points to importance of the paradigms of growth and development amalgamating with educational thinking in the 1950s and 1960s; Regula Bürgi, "Engineering the Free World: The Emergence of the OECD as an Actor in Education

2019

We are very pleased to announce the ISCHE Global Histories of Education book series. The International Standing Conference for the History of Education has organized conferences in the field since 1978. Thanks to our collaboration with Palgrave Macmillan we now offer an edited book series for the publication of innovative scholarship in the history of education. This series seeks to engage with historical scholarship that analyzes education within a global, world, or transnational perspective. Specifically, it seeks to examine the role of educational institutions, actors, technologies as well as pedagogical ideas that for centuries have crossed regional and national boundaries. Topics for publication may include the study of educational networks and practices that connect national and colonial domains, or those that range in time from the age of Empire to decolonization. These networks could concern the international movement of educational policies, curricula, pedagogies, or universities within and across different socio-political settings. The 'actors' under examination might include individuals and groups of people, but also educational apparatuses such as textbooks, built-environments, and bureaucratic paperwork situated within a global perspective. Books in the series may be single authored or edited volumes. The strong transnational dimension of the Global Histories of Education series means that many of the volumes should be based on archival research undertaken in more than one country and using documents written in multiple languages. All books in the series will be published in English, although we welcome English-language proposals for manuscripts which were initially written in other languages and which will be translated into English at the cost of the author. All submitted manuscripts will be blind peer-reviewed with editorial decisions to be made by the ISCHE series editors who themselves are appointed by the ISCHE Executive Committee to serve three to five year terms. Full submissions should include: (1) a proposal aligned to the Palgrave Book Proposal form (downloadable here); (2) the CV of the author(s) or editor(s); and, (3) a cover letter that explains how the proposed book fits into the overall aims and framing of the ISCHE Global Histories of Education book series. Proposals and queries should be addressed to [email protected]. Preliminary inquiries are welcome and encouraged.

Histoire de l'éducation, 2020

2002

Vietilam has achiieved remarkably high rates of school suchi as books, uniforms, private tutors, Iliuch, and enrollmient and has mainitained good social indicators transportation. These costs are a significanit financial (infant and under-five mortality rates, life expectancy, burden on the poor. fertility rate, child nutritioni, and access to basic services)

Russian Education and Society, 2009

Canadian Journal of Education / Revue canadienne de l'éducation, 1991

NAFOL Yearbook 2012

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