Literaturnachweis - Detailanzeige
| Autor/in | Resnik, Julia |
|---|---|
| Titel | International Organizations, the "Education-Economic Growth" Black Box, and the Development of World Education Culture. |
| Quelle | In: Comparative education review, 50 (2006) 2, S. 173-195Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Bildungsexpansion; Kulturgut; Afrika; Bildungsplanung; Diskussion; Europa; Internationale Organisation; Theorie; Wachstum; Welt; Weltbild; Kulturgut; Bildungsexpansion; Bildungsplanung; Geschichte (Histor); Weltbild; Weltkrieg I; Weltkrieg II; Diskussion; Theorie; Wachstum; Welt; Weltbank; Internationale Organisation; Nichtregierungsorganisation; OECD (Organisation für wirtschaftliche Zusammenarbeit und Entwicklung); UNESCO (Organisation der Vereinten Nationen für Bildung, Wissenschaft, Kultur und Kommunikation); Weltbank; Afrika; Europa |
| Abstract | In the literature on the expansion of education systems after the Second World War, international organizations have been considered to be tools of capitalists or vehicles of a consensual world education culture. This article attempts to demonstrate that intergovernmental organizations played a key role, and not merely as transmitters but as actors, in the creation of a world education culture that encouraged educational expansion. Economists of education and functionaries of international organizations participated in the formation and expansion of the education-economic growth network. This network diffused the education-economic growth approach, turning it into a black box that became the basis of world education culture after World War II. ... [The] analysis of the evolution of international organizations is restricted to a specific period of time. Nevertheless, the period [focused] on-the 1950s and 1960s-is of special significance. It was after World War II, while a new world order was being created, that the basic structure of this world education order (cooperation between states and international organizations) was established. The world education culture has most certainly transformed over time as certain actors, such as the World Bank, have become progressively more involved, and new actors, such as nongovernmental organizations, have entered the scene and taken on increasingly relevant roles. However, these changes have taken place within a preestablished, and thus somewhat constraining, world education apparatus (i.e., an institutional world organization that supports the world education culture: international organizations' forums, conferences, institutes, internet sites, assemblies, etc.) in which a basic "education-economic catechism" was already embedded. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/3 |
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