Bücher der Reihe Global Histories of Education

This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa.

This edited collection addresses the nexus of gender, power relations, and education from various angles while covering a broad spectrum of the history of education in both time and geographic space.

This edited volume reflects on how the "transnational" features in education as well as policies and practices are conceived of as mobile and connected beyond the local.

This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy.

This edited volume reflects on how the "transnational" features in education as well as policies and practices are conceived of as mobile and connected beyond the local.

This open access edited volume offers an analysis of the entangled histories of education and development in twentieth-century Africa.

This edited volume focuses on the historical role of the OECD (The Organisation for Economic Co-operation and Development) in shaping global education policy.

This edited collection addresses the nexus of gender, power relations, and education from various angles while covering a broad spectrum of the history of education in both time and geographic space.

By analysing the educational activities of the League of Nations with China, he book enriches the study of the history of the League of Nations by turning the focus to affairs that exceed the scope of traditional international relation and focusing on ways in which international organizations engaged in international educational endeavors.

This book considers the diffusion and transfer of educational ideas through local and transcontinental networks within and across five socio-political spaces.

This book is a comparative study of the endeavors to create a socialist system of higher education in the Soviet Union under Stalin and in China under Mao.

This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities¿ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.

This book uses transnational history to explain the formation of modern schools in a territory that lacks modern education. The emergence of modern Jewish education in Ottoman Palestine resulted from European actors and networks' infiltration of educational concepts due to several unique elements. One of them was the activity of transnational networks and actors. The other factor is the important place of education in shaping reality in the Jewish and Hebrew discourse. The area of Ottoman Palestine was almost devoid of modern education, so it is possible to examine the ways of transferring educational concepts. Historians can diagnose the starting point and locate the actors¿ biographies and journeys. The book discusses and discovers several themes, such as molding five portraits of modern Jewish and Hebrew education graduates and the function of the school as a medical site due to the shortage of public health policy.

Deploying a spatial approach towards children¿s everyday life in interwar Hong Kong, this book considers the context-specific development of five transnational movements: the garden city movement; imperial hygiene movement; nationalist sentiments; the Young Women's Christian Association; and the Girl Guide. Locating these transnational cultural movements in four layers of context, from the most immediate to the most global, including the context of Hong Kong, Republican China, the British empire, and global influences, this book shows Hong Kong as a distinctive colonial domain where the imperatives around race, gender and class produced new products of empire where the child, the garden, the school and sport turned out to be the main dynamics in play in the interwar period.