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Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)
History of Education Review Pub Date : 2021-06-25 , DOI: 10.1108/her-09-2020-0052
Mariano González-Delgado , Manuel Ferraz-Lorenzo , Cristian Machado-Trujillo

Purpose

After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.

Design/methodology/approach

This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.

Findings

Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.

Originality/value

This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.



中文翻译:

迈向教育现代化进程:教科文组织与佛朗哥的西班牙的互动(1952-1970)

目的

二战后,教育现代化进程在世界范围内取得了进展。教科文组织等国际组织开始在不同国家创造、发展和传播新的教育愿景方面发挥关键作用。本文考察了佛朗哥独裁下这一现代化进程的起源和发展。更具体地说,我们将展示如何从教科文组织与佛朗哥政权之间的相互作用的角度来理解西班牙采用这一概念,以及独裁政策如何与这个国际组织提出的建议相融合。

设计/方法/方法

本文使用了迄今为止尚未发表或鲜为人知的档案文件。我们还分析了发表在独裁统治的杰出教育期刊上的材料,例如Revista de EducaciónRevista Española de PedagogíaBordónVida escolar,以及西班牙国民教育部发表的文件。

发现

佛朗哥的独裁统治建立了一个与联合国教科文组织在二战后提出的教育规划建议密切相关的教育叙事。专政制定的教育政策与力求将教育制度与经济社会发展联系起来的新思想有关。

原创性/价值

这篇文章的灵感来自于一个跨国教育史的视角。一方面,它追溯了佛朗哥政权下教育现代化的起源,它代表了一种技术官僚主义的教育愿景,这种观点被最好地理解为国际组织在 20 世纪下半叶的影响。另一方面,它遵循了独裁统治与联合国教科文组织发起的教育理念之间日益密切的关系。这两个方面在西班牙鲜为人知和研究。

更新日期:2021-06-25
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