ABSTRACT This article examines education for internationalism during the interwar years, addressing curriculum initiatives in Australia with reference to reforms promoted by the League of Nations and progressive education networks. Two main questions are explored: First, how were the logics of interwar internationalism mobilised in educational debates in Australia? And second, how were such aspirations socialised beyond the pages of official exhortations and the visions of elites? Interwar internationalism relied heavily on the promise of educational endeavours to advance international understanding. Despite the declared importance of education in histories of internationalism, this article argues that insufficient weight has been given to the crucial role of school curriculum in recontextualising these ideals and putting them into practice. Curriculum has governmental, epistemic, normative and technical dimensions, and all were engaged in mediating internationalist sentiment. Analysing public debate and Australian school history textbooks and reports written by influential educator Alice Hoy, this article shows how curriculum worked to secure an idealised world-minded citizen and simultaneously embed dividing practices and hierarchies along racialised and civilisational lines. Finally, contemporary educational concerns about global citizenship are situated in a longer history of curriculum reforms that have generated powerful norms and exclusions in pursuit of world-minded future citizens.

中文翻译：

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作为教育项目的日常国际主义：世界意识的学校课程和教学法

摘要 本文考察了两次世界大战期间的国际主义教育，参照国际联盟和进步教育网络推动的改革，探讨了澳大利亚的课程计划。探讨了两个主要问题：第一，如何在澳大利亚的教育辩论中动员两次世界大战之间的国际主义逻辑？其次，这些愿望是如何超越官方劝诫和精英愿景的社会化的？两次世界大战之间的国际主义在很大程度上依赖于促进国际理解的教育努力的承诺。尽管教育在国际主义历史中具有重要意义，但本文认为，学校课程在重新审视这些理想并将其付诸实践方面的关键作用并没有得到足够重视。课程有政府的、认知的、规范的和技术的维度，并且都致力于调解国际主义情绪。这篇文章分析了公共辩论和澳大利亚学校历史教科书以及有影响力的教育家 Alice Hoy 撰写的报告，展示了课程如何确保理想化的具有世界意识的公民，同时沿着种族和文明的路线嵌入分裂的实践和等级制度。最后，当代对全球公民的教育关注处于更长的课程改革历史中，课程改革已经产生了强大的规范和排斥，以追求具有世界意识的未来公民。这篇文章分析了公共辩论和澳大利亚学校历史教科书以及有影响力的教育家 Alice Hoy 撰写的报告，展示了课程如何确保理想化的具有世界意识的公民，同时沿着种族和文明的路线嵌入分裂的实践和等级制度。最后，当代对全球公民的教育关注处于更长的课程改革历史中，课程改革已经产生了强大的规范和排斥，以追求具有世界意识的未来公民。这篇文章分析了公共辩论和澳大利亚学校历史教科书以及有影响力的教育家 Alice Hoy 撰写的报告，展示了课程如何确保理想化的具有世界意识的公民，同时沿着种族和文明的路线嵌入分裂的实践和等级制度。最后，当代对全球公民的教育关注处于更长的课程改革历史中，课程改革已经产生了强大的规范和排斥，以追求具有世界意识的未来公民。