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Border-crossing in Education comprises a series of case studies
covering a variety of cultural areas, in order to reveal the
density of connections and exchanges that inform educational
practices, policies, and systems. It attaches particular importance
to individual and collective actors that govern these flows -
initiating, promoting, or reconfiguring transfers of policy models.
The contributors explore various aspects of the circulatory
mechanisms that have been deployed in the field of education during
the modern and contemporary period. Varying the observation scales,
from local to international, they demonstrate the multilateral
character of the circulatory dynamics observed. The implementation
of rich and varied approaches to these complex processes offers a
perspective that complements and renews our knowledge of the
genesis and evolution of educational policies and systems, most
notably highlighting their foreign inspirations. However, these
studies do not merely evoke borrowings and hybridization, as if
national borders proved porous or non-existent. Instead they show
that the phenomena of resistance, reinterpretation, and rejection
are also an integral part of transnational mechanisms of exchanges.
The book thus demonstrates the relevance of a historical approach
in addressing these transnational mechanisms in the field of
education and childhood policy. This book was originally published
as a special issue of Paedagogica Historica.
Border-crossing in Education comprises a series of case studies
covering a variety of cultural areas, in order to reveal the
density of connections and exchanges that inform educational
practices, policies, and systems. It attaches particular importance
to individual and collective actors that govern these flows -
initiating, promoting, or reconfiguring transfers of policy models.
The contributors explore various aspects of the circulatory
mechanisms that have been deployed in the field of education during
the modern and contemporary period. Varying the observation scales,
from local to international, they demonstrate the multilateral
character of the circulatory dynamics observed. The implementation
of rich and varied approaches to these complex processes offers a
perspective that complements and renews our knowledge of the
genesis and evolution of educational policies and systems, most
notably highlighting their foreign inspirations. However, these
studies do not merely evoke borrowings and hybridization, as if
national borders proved porous or non-existent. Instead they show
that the phenomena of resistance, reinterpretation, and rejection
are also an integral part of transnational mechanisms of exchanges.
The book thus demonstrates the relevance of a historical approach
in addressing these transnational mechanisms in the field of
education and childhood policy. This book was originally published
as a special issue of Paedagogica Historica.
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