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Introduction: The Transnational in the History of Education

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The Transnational in the History of Education

Part of the book series: Global Histories of Education ((GHE))

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Abstract

Fuchs and Roldán Vera reflect on the concepts employed to describe the transnational realm and their uses in the history of education: the emergence and development of these concepts, how they orient approaches to research, and how we can better contour them in theoretical and methodological terms to make the most of research that exceeds the locality or the nation-state as unit of analysis. Besides examining the conceptual category of “transnational history of education,” the authors illustrate recent transnational research in the history of education. Rather than offering a comprehensive overview of the field, this introductory piece provokes reflection about the relationship between the concepts used in transnational history of education and their histories and accumulated layers of meaning.

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Notes

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    Reinhart Koselleck, Futures Past: On the Semantics of Historical Time (New York: Columbia University Press, 2004).

  2. 2.

    Quentin Skinner, Visions of Politics, 3 vols. (Cambridge: Cambridge University Press, 2002); John G. A. Pocock, Politics, Language, and Time: Essays on Political Thought and History (Chicago: University of Chicago Press, 1989); Daniel Tröhler, Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (New York: Routledge, 2011).

  3. 3.

    Koselleck, Futures Past.

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    Mieke Bal, Travelling Concepts in the Humanities: A Rough Guide. Green College Lectures (Toronto: University of Toronto Press, 2002); Olivier Christin, ed., Dictionnaire des concepts nomades en Sciences humaines (Paris: Métailié, 2010).

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    John L. Austin, How to Do Things with Words: The William James Lectures (Cambridge: Harvard University Press, 1962).

  6. 6.

    Bal, Travelling Concepts in the Humanities, 22.

  7. 7.

    John C. Faries, The Rise of Internationalism (New York: Gray, 1915).

  8. 8.

    See “Internationalism, Internationality, Internationalize,” Oxford English Dictionary, 2nd ed., vol. 7 (Oxford: Clarendon Press, 1989), 1124; Daniel Laqua, The Age of Internationalism and Belgium, 1880–1930: Peace, Progress and Prestige (Manchester: Manchester University Press, 2013); Glenda Sluga, Internationalism in the Age of Nationalism (Philadelphia: University of Pennsylvania Press, 2013); Peter Friedemann and Lucian Hölscher, „Internationale,“ in Geschichtliche Grundbegriffe: Historisches Lexikon zur politisch-sozialen Sprache in Deutschland, vol. 3, ed. Otto Brunner, Werner Conce, and Reinhart Koselleck (Stuttgart: Klett-Cotta, 1982), 367–397; Volker Rittberger and Bernhard Zangl, Internationale Organisationen—Politik und Geschichte, 3rd rev. ed. (Opladen: Springer, 2003); John Boli and George M. Thomas, eds., Constructing World Culture: International Nongovernmental Organizations Since 1875 (Stanford, CA: Stanford University Press, 1999).

  9. 9.

    Benedict Anderson, Imagined Communities: Reflections on the Origin and Spread of Nationalism (New York: Verso, 1991).

  10. 10.

    Robert Fox, Science Without Frontiers: Cosmopolitanism and National Interests in the World of Learning, 1870–1940 (Corvallis: Oregon State University Press, 2016); W. Boyd Rayward, ed., Information Beyond Borders: International Cultural and Intellectual Exchange in the Belle Époque (Farnham: Taylor & Francis, 2014); Paul Forman, “Scientific Internationalism and the Weimar Physicists: The Ideology and Its Manipulation in Germany After World War I,” Isis 64, no. 2 (1973): 150–180; Gabriele Metzler, Internationale Wissenschaft und nationale Kultur: Deutsche Physiker in der internationalen Community 1900–1960 (Göttingen: Vandenhoeck & Ruprecht, 2000).

  11. 11.

    Oskar Kobel, “Weltpädagogik,” Die Neue Erziehung 1 (1919): 729–733.

  12. 12.

    Otto Tacke, “Die Vorbereitung der Aufnahme Deutschlands in den Völkerbund durch die Schulen,” Die Neue Erziehung 6 (1924): 449–452.

  13. 13.

    Paul Oestreich, “Pädagogischer Internationalismus?” Die Neue Erziehung 13 (1931): 528–530.

  14. 14.

    Franz Kemény, L’enseignement international: Histoire, état actuel, avenir (Ostende: Bureau international de documentation éducative, 1914).

  15. 15.

    See the entry “International Education,” Encyclopedia of Educational Research, rev. ed., ed. William W. Brickman and Walter S. Monroe (New York: Macmillan, 1950), 617–627.

  16. 16.

    Michael Crossley and Keith Watson, Comparative and International Research in Education: Globalisation, Context and Difference (London: Routledge Falmer, 2003), 14.

  17. 17.

    Angela W. Little, “International and Comparative Education: What’s in a Name?” Compare 40, no. 6 (2010): 845–852.

  18. 18.

    Mark Bray, “Comparative Education and International Education in the History of Compare: Boundaries, Overlaps and Ambiguities,” Compare 40, no. 6 (2010): 711–725.

  19. 19.

    Gita Steiner-Khamsi, “Re-framing Educational Borrowing as a Policy Strategy,” in Internationalisierung: Semantik und Bildungssystem in vergleichender Perspektive, ed. Marcelo Caruso and Heinz-Elmar Tenorth (Frankfurt am Main: Peter Lang, 2002), 57–89; Yvonne Hébert and Ali A. Abdi, Critical Perspectives on International Education (Rotterdam, Taipei: Sense Publishers, 2013).

  20. 20.

    Although the label “international education” is still dominant, some have begun to use “supranational education” to describe this type of research. See Javier M. Valle, “Supranational Education: A New Field of Knowledge to Address Educational Policies in a Global World,” Journal of Supranational Policies of Education 1 (2013): 7–30.

  21. 21.

    Jürgen Schriewer, “Globalisation in Education: Process and Discourse,” Policy Futures in Education 1, no. 2 (2003): 271, 276. See also Jürgen Schriewer, ed., Discourse Formation in Comparative Education, 3rd rev. ed. (Frankfurt am Main: Peter Lang, 2009).

  22. 22.

    Schriewer, “Globalisation in Education,” 276.

  23. 23.

    See Randolph S. Bourne, “Trans-national America,” The Atlantic, July 1916, accessed March 29, 2017, https://www.theatlantic.com/magazine/archive/1916/07/trans-national-america/304838/.

  24. 24.

    Council of Europe, “Code of Good Practice in the Provision of Transnational Education (Adopted by the Lisbon Recognition Convention Committee at Its Second Meeting, Rīga, 6 June 2001),” accessed March 29, 2017, http://www.coe.int/t/dg4/highereducation/recognition/Code%20of%20good%20practice_EN.asp.

  25. 25.

    Patricia Clavin, “Defining Transnationalism,” Contemporary European History 14, no. 4 (2005): 421–439.

  26. 26.

    Akira Iriye and Pierre-Yves Saunier, eds., The Palgrave Dictionary of Transnational History: From the Mid-19th Century to the Present Day (London: Palgrave Macmillan, 2009); Margrit Pernau, Transnationale Geschichte (Göttingen, Stuttgart: Vandenhoeck & Ruprecht, 2011); Pierre-Yves Saunier, Transnational History (Basingstoke: Palgrave Macmillan, 2013); Christopher Bayly et al., “AHR Conversation: On Transnational History,” American Historical Review 111, no. 5 (2006): 1441–1464; Akira Iriye, Global and Transnational History: The Past, Present and Future (Basingstoke: Palgrave Macmillan 2013).

  27. 27.

    Matthias Middell and Katja Naumann, “Global History and the Spatial Turn: From the Impact of Area Studies to the Study of Critical Junctures of Globalization,” Journal of Global History 5, no. 1 (2010): 149–170.

  28. 28.

    Iriye, Global and Transnational History; Deborah Cohen and Maura O’Connor, “Introduction: Comparative History, Cross-national History, Transnational History—Definitions,” in Comparison and History: Europe in Cross-National Perspective, ed. Deborah Cohen and Maura O’Connor (New York: Routledge, 2004), xi–1; Olaf Bach, Die Erfindung der Globalisierung: Entstehung und Wandel eines zeitgeschichtlichen Grundbegriffs (Frankfurt am Main: Campus, 2013).

  29. 29.

    Richard Drayton and David Motadel, “Discussion: The Futures of Global History,” Journal of Global History 13, no. 1 (2018): 1–21; Barnita Bagchi, Eckhardt Fuchs, and Kate Rousmaniere, eds., Connecting Histories of Education: Transnational and Cross-Cultural Exchanges in (Post)Colonial Education (New York: Berghahn, 2014); Ariadna Acevedo and Susana Quintanilla, “La perspectiva global en la historia de la educación,” Revista Mexicana de Investigación Educativa 14, no. 40 (2009): 7–11.

  30. 30.

    Ian Tyrrell, “Reflections on the Transnational Turn in United States History: Theory and Practice,” Journal of Global History 4 (2009): 453–474.

  31. 31.

    Michael Werner and Bénédicte Zimmermann, “Penser l’histoire croisée: Entre empirie et réflexivité,” Annales: Histoire, Sciences Sociales 58, no. 1 (2003): 7–36.

  32. 32.

    Pamela K. Crossley, What Is Global History? (Cambridge: Polity Press, 2007).

  33. 33.

    For an overview of some of the recent arguments for and against global history, see the discussion between Richard Drayton and David Motadel with Jeremy Adelman and David Bell published in Drayton and Motadel, “Discussion: The Futures of Global History.”

  34. 34.

    Tröhler, Languages of Education.

  35. 35.

    Eckhardt Fuchs, ed., “Transnationalizing the History of Education,” special issue, Comparativ 22, no. 1 (2012); Joëlle Droux and Rita Hofstetter, eds., “Internationalisation in Education: Issues, Challenges, Outcomes,” special issue, Paedagogica Historica 50, nos. 1–2 (2014); Noah W. Sobe, “Entanglement and Transnationalism in the History of American Education,” in Rethinking the History of Education: Transnational Perspectives on Its Questions, Methods, and Knowledge, ed. Thomas S. Popkewitz (Basingstoke: Palgrave Macmillan, 2013), 93–107.

  36. 36.

    An example is Rosa Bruno-Jofré and Jürgen Schriewer, The Global Reception of John Dewey’s Thought: Multiple Refractions Through Time and Space (New York: Routledge, 2012); Eckhardt Fuchs, “Children’s Rights and Global Civil Society,” Comparative Education 43, no. 3 (2007): 393–412.

  37. 37.

    Philip G. Altbach and Gail P. Kelly, Education and Colonialism (New York: Longman, 1978); Daniel Lindmark, ed., Education and Colonialism: Swedish Schooling Projects in Colonial Areas, 1638–1878 (Umeå: Umeå University, 2000); Clive Whitehead, “Overseas Education and British Colonial Education 1929–63,” History of Education 32, no. 5 (2003): 561–575; Harald Fischer-Tiné, “National Education, Pulp Fiction and the Contradictions of Colonialism: Perceptions of an Educational Experiment in Early-Twentieth Century India,” in Colonialism as Civilizing Mission, Cultural Ideology and British India, ed. Harald Fischer-Tiné and Michael Mann (London: Anthem, 2004), 229–247; Ana Isabel Madeira, “Framing Concepts in Colonial Education: A Comparative Analysis of Educational Discourses at the Turn of the Nineteenth to the Twentieth Century,” in Identity, Education and Citizenship: Multiple Interrelations, ed. Jonas Sprogøe and Thyge Winther-Jensen (Frankfurt am Main: Peter Lang, 2006), 225–238; Hayden J. A. Bellenoit, Missionary Education and Empire in Late Colonial India, 1860–1920 (London: Pickering & Chatto, 2007); Tim Allender, “Learning Abroad: The Colonial Educational Experiment in India, 1813–1919,” Paedagogica Historica 45, no. 6 (2009): 707–722; Jana Tschurenev, “Incorporation and Differentiation: Popular Education and the Imperial Civilizing Mission in the Early Nineteenth Century India,” in Civilizing Missions in Colonial and Postcolonial South Asia: From Improvement to Development, ed. Carey A. Watt and Michael Mann (London: Anthem, 2011), 93–124; Gabriela Ossenbach and María del Mar del Pozo Andrés, “Postcolonial Models, Cultural Transfers and Transnational Perspectives in Latin America: A Research Agenda,” Paedagogica Historica 47, no. 5 (2011): 579–600; Joyce Goodman, Gary McCulloch and William Richardson. “‘Empires Overseas’ and ‘Empires at Home’: Postcolonial and Pransnational Perspectives on Social Change in the History of Education,” Paedagogica Historica 45, no. 6 (2009): 695–706; Rebecca Rogers, A Frenchwoman’s Imperial Story: Madame Luce in Nineteenth-Century Algeria (Stanford: Stanford University Press, 2013).

  38. 38.

    Sanjay Seth, Subject Lessons: The Western Education of Colonial India (Durham: Duke University Press, 2007).

  39. 39.

    Christophe Charle, Jürgen Schriewer, and Peter Wagner, eds., Transnational Intellectual Networks: Forms of Academic Knowledge and the Search for Cultural Identities (Frankfurt: Campus, 2004).

  40. 40.

    Aigul Kulnazarova and Christian Ydesen, eds., UNESCO Without Borders: Educational Campaigns for International Understanding (London: Routledge, 2017); Eckhardt Fuchs and Jürgen Schriewer, eds., “Internationale Bildungsorganisationen als Global Players in Bildungspolitik und Pädagogik,” special issue, Zeitschrift für Pädagogik 52, no. 2 (2007); Eckhardt Fuchs, “All the World into the School: World’s Fairs and the Emergence of the School Museum in the Nineteenth Century,” in Modelling the Future: Exhibitions and the Materiality of Education, ed. Martin Lawn (Oxford: Symposium Books, 2009), 51–72; Eckhardt Fuchs, “The Creation of New International Networks in Education: The League of Nations and Educational Organizations in the 1920s,” Paedagogica Historica 43, no. 2 (2007): 199–209; Eckhardt Fuchs, “Multilaterale Bildungspolitik und transnationale Zivilgesellschaft: Universitätsbeziehungen in der Zwischenkriegszeit,” in Politik in der Bildungsgeschichte—Befunde, Prozesse, Diskurse, ed. Gisela Miller-Kipp and Bernd Zymek (Bad Heilbrunn: Klinkhardt, 2006), 101–116; Eckhardt Fuchs, “Der Völkerbund und die Institutionalisierung transnationaler Bildungsbeziehungen,” Zeitschrift für Geschichtswissenschaft 54, no. 10 (2006): 888–899; Jason Beech, “Redefining Educational Transfer: International Agencies and the (Re)Production of Educational Ideas,” in Identity, Education and Citizenship: Multiple Interrelations, ed. Jonas Sprogøe and Thyge Winther-Jensen (Frankfurt am Main: Peter Lang, 2006), 175–196; Phillip W. Jones and David Coleman, The United Nations and Education: Multilateralism, Development and Globalization (London: Routledge, 2005); Joyce Goodman, “Working for Change across International Borders: The Association of Headmistresses and Education for International Citizenship,” Paedagogica Historica 43, no. 1 (2007): 165–180; Joyce Goodman, “Women and International Intellectual Co-operation,” Paedagogica Historica 48, no. 3 (2012): 357–368; Deirdre Raftery, “Teaching Sisters and Transnational Networks: Recruitment and Education Expansion in the Long Nineteenth Century,” History of Education 44, no. 6 (2015): 717–728.

  41. 41.

    Jürgen Schriewer and Carlos Martínez, “Constructions of Internationality in Education,” in The Global Politics of Educational Borrowing and Lending, ed. Gita Steiner-Khamsi (New York: Teachers College Press, 2004), 29–53; Marcelo Caruso, “Within, Between, Above, and Beyond: (Pre)Positions for a History of the Internationalisation of Educational Practices and Knowledge,” Paedagogica Historica 50, no. 1 (2014): 10–26.

  42. 42.

    For example, Francisco O. Ramirez, David Suárez, and John W. Meyer, “The Worldwide Rise of Human Rights Education,” in School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education, ed. Aaron Benavot and Cecilia Braslavsk (Dordrecht: Springer, 2007), 35–52.

  43. 43.

    Marcelo Caruso and Eugenia Roldán Vera, “Pluralizing Meanings: The Monitorial System of Education in Latin America in the Early Nineteenth Century,” Paedagogica Historica 41, no. 6 (2005): 645–654; Daniel Tröhler, Thomas S. Popkewitz, and David F. Labaree, eds., Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions (New York: Routledge, 2011); Eugenia Roldán Vera, “Para desnacionalizar la historia de la educación: Reflexiones en torno a la difusión mundial de la escuela lancasteriana en el primer tercio del siglo XIX,” Revista Mexicana de Historia de la Educación 1, no. 2 (2013): 171–198, accessed March 29, 2017, http://www.somehide.org/numero-2-2013.html; Jürgen Schriewer and Marcelo Caruso, eds., “Nationalerziehung und Universalmethode: Frühe Formen schulorganisatorischer Globalisierung,” special issue, Comparativ 15, no. 1 (2005).

  44. 44.

    Aaron Benavot and Cecilia Braslavsk, School Knowledge in Comparative and Historical Perspective: Changing Curricula in Primary and Secondary Education (Dordrecht: Springer, 2007); Eugenia Roldán Vera and Marcelo Caruso, eds., Imported Modernity in Post-colonial State Formation: The Appropriation of Political, Educational and Cultural Models in Nineteenth-Century Latin America (Frankfurt am Main: Peter Lang, 2007); Marcelo Caruso et al., eds., Zirkulation und Transformation: Pädagogische Grenzüberschreitungen in historischer Perspektive (Köln: Böhlau, 2014); Jenny Collins and Tim Allender, eds., “Knowledge Transfer and the History of Education,” special issue, History of Education Review 42, no. 2 (2013).

  45. 45.

    Esther Möller and Johannes Wischmeyer, eds., Transnationale Bildungsräume: Wissenstransfers im Schnittfeld von Kultur, Politik und Religion (Göttingen: Vandenhoeck & Ruprecht, 2013); Eckhardt Fuchs, Sylvia Kesper-Biermann, and Christian Ritzi, eds., Regionen in der deutschen Staatenwelt: Bildungsräume und Transferprozesse im 19. Jahrhundert (Bad Heilbrunn: Klinkhardt, 2011); Catherine Burke, Peter Cunningham, and Ian Grosvenor, “‘Putting Education in Its Place’: Space, Place and Materialities in the History of Education,” History of Education 39, no. 6 (2010): 677–680; Roy Lowe and Gary McCulloch, “Introduction: Centre and Periphery—Networks, Space and Geography in the History of Education,” History of Education 32, no. 5 (2003): 457–459; Martin Lawn, ed., An Atlantic Crossing? The Work of International Examination Inquiry, Its Researchers, Methods and Influence (Oxford: Symposium Books, 2008); Christine Mayer and Ian Grosvenor, eds., “Transnational Circulation of Reform Ideas and Practices: The Example of the Experimental and Community Schools (Versuchs- und Gemeinschaftschulen) in Hamburg (1919–1933),” special issue, Paedagogica Historica 50, no. 5 (2014); María del Mar del Pozo Andrés, “The Transnational and National Dimensions of Pedagogical Ideas: The Case of the Project Method, 1918–1939,” Pedagogica Historica 45, nos. 4–5 (2009): 599–614; Caruso, Zirkulation und Transformation; Ralf Koerrenz, Annika Blichmann and Sebastian Engelmann, Alternative Schooling and New Education: European Concepts and Theories (Cham: Springer International Publishing, 2018); Steffi Koslowski, Die New Era der New Education Fellowship: Ihr Beitrag zur Internationalität der Reformpädagogik im 20. Jahrhundert (Bad Heilbrunn: Klinkhardt, 2013).

  46. 46.

    Joyce Goodman, “‘Their Market Value Must Be Greater for the Experience They Had Gained’: Secondary School Headmistresses and Empire, 1897–1914,” in Gender, Colonialism and Education: The Politics of Experience, ed. Joyce Goodman and Jane Martin (London: Woburn Press, 2002), 175–198; Regina Cortina and Sonsoles San Román, eds., Women and Teaching: Global Perspectives on the Feminization of a Profession (New York: Palgrave Macmillan, 2006); Rebecca Rogers, “Congregações femininas e difusão de um modelo escolar: Uma história transnacional,” Pro-Posições 25, no. 1 (2014): 55–74; Christine Mayer, “Female Education and the Cultural Transfer of Pedagogical Knowledge in the Eighteenth Century,” Paedagogica Historica 48, no. 4 (2012): 511–526; Tim Allender, Learning Femininity in Colonial India, 1820–1932 (Manchester: Manchester University Press, 2016); Deirdre Raftery and Marie Clarke, eds., Transnationalism, Gender and the History of Education (London: Routledge, 2017); Tanya Fitzgerald and Elizabeth M. Smith, eds., Women Educators, Leaders and Activists: Educational Lives and Networks, 1900–1960 (Basingstoke: Palgrave Macmillan, 2014).

  47. 47.

    Eckhardt Fuchs and Annekatrin Bock, eds., The Palgrave Handbook of Textbook Studies (New York: Palgrave Macmillan, 2018); Eugenia Roldán Vera, The British Book Trade and Spanish American Independence: Education and Knowledge Transmission in Transcontinental Perspective (Aldershot: Ashgate, 2003).

  48. 48.

    Marcelo Caruso, “World Systems, World Society, World Polity: Theoretical Insights for a Global History of Education,” History of Education 37, no. 6 (2008): 825–840, accessed March 29, 2017, https://doi.org/10.1080/00467600802158256.

  49. 49.

    Immanuel Maurice Wallerstein, Capitalist Agriculture and the Origins of the European World-Economy in the Sixteenth Century (New York: Academic Press, 1974).

  50. 50.

    See the references provided in Caruso, “World Systems,” 829.

  51. 51.

    See Martin Carnoy, Education as Cultural Imperialism (New York: David McKay Co., 1974).

  52. 52.

    See, for example, Frank J. Lechner and John Boli, World Culture: Origins and Consequences (Malden: Wiley-Blackwell, 2005; repr., Oxford: Wiley-Blackwell, 2008); Xue Li and Alexander Hicks, “World Polity Matters: Another Look at the Rise of the Nation-State Across the World, 1816 to 2001,” American Sociological Review 81, no. 3 (2016): 596–607; Thomas S. Popkewitz, “Globalizing Globalization: The Neo-institutional Concept of a World Culture,” National Society for the Study of Education 108, no. 2 (2009): 29–49; Jürgen Schriewer, ed., World Culture Re-contextualised: Meaning Constellations and Path-Dependencies in Comparative and International Education Research (London: Routledge, 2016).

  53. 53.

    Schriewer, “Globalisation in Education,” 277.

  54. 54.

    Tröhler, Languages of Education.

  55. 55.

    Niklas Luhmann and Karl Eberhard Schorr, eds., Zwischen System und Umwelt: Fragen an die Pädagogik (Frankfurt am Main: Suhrkamp, 1996).

  56. 56.

    Jürgen Schriewer, “Vergleich als Methode und Externalisierung der Welt: Vom Umgang mit Alterität in Reflexionsdisziplinen,” in Theorie als Passion: Niklas Luhmann zum 60. Geburtstag, ed. Dirk Baecker et al. (Frankfurt am Main: Suhrkamp, 1987), 629–668.

  57. 57.

    Jürgen Schriewer and Carlos Martínez, “¿Ideología educativa mundial o reflexión idiosincrática? El discurso pedagógico en España, Rusia (Unión Soviética) y China del siglo XX,” Revista de Educación 343 (2007): 531–557; Florian Waldow, Ökonomische Strukturzyklen und internationale Diskurskonjunkturen: Zur Entwicklung der schwedischen Bildungsprogrammatik, 1930–2006 (Frankfurt am Main: Peter Lang, 2007).

  58. 58.

    Walter Mignolo, The Darker Side of Western Modernity: Global Futures, Decolonial Options (Durham: Duke University Press, 2011).

  59. 59.

    Vanita Seth, Europe ’s Indians: Producing Racial Difference, 1500–1900 (Durham: Duke University Press, 2010); Enrique D. Dussel, 1492: El encubrimiento del otro: Hacia el origen del ‘mito de la modernidad’: Conferencias de Frankfurt, octubre de 1992 (Santafé de Bogotá: Ediciones Antropos, 1992).

  60. 60.

    Allender, Learning Femininity.

  61. 61.

    Seth, Subject Lessons; Eugenia Roldán Vera, “Export as Import: James Thomson’s Civilizing Mission in South America,” in Imported Modernity in Post-colonial State Formation: The Appropriation of Political, Educational and Cultural Models in Nineteenth-Century Latin America, ed. Marcelo Caruso and Eugenia Roldán Vera (Frankfurt am Main: Peter Lang, 2007), 231–276.

  62. 62.

    Bruno Latour, Reassembling the Social: An Introduction to Actor-Network-Theory (Oxford and New York: Oxford University Press, 2005); Tara Fenwick and Richard Edwards, eds., Researching Education Through Actor-Network Theory (Malden: Wiley-Blackwell, 2012); Hans-Ulrich Grunder, Andreas Hoffmann-Ocon and Peter Metz, eds., Netzwerke in bildungshistorischer Perspektive (Bad Heilbrunn: Klinkhardt, 2013).

  63. 63.

    Eugenia Roldán Vera and Thomas Schupp, “Bridges over the Atlantic: A Network Analysis of the Introduction of the Monitorial System of Education in Early-Independent Spanish America,” Comparativ 15, no. 1 (2005): 58–93; Grunder, Netzwerke in bildungshistorischer Perspektive; Eckhardt Fuchs, ed., Bildung international: Historische Perspektiven und aktuelle Entwicklungen (Würzburg: Ergon-Verlag, 2006); Eckhardt Fuchs, “Networks and the History of Education,” Paedagogica Historica 43, no. 2 (2007): 185–197; Eckhardt Fuchs, Daniel Lindmark and Christoph Lüth, eds., “Informal and Formal Cross-Cultural Networks in History of Education,” special issue, Paedagogica Historica 43, no. 2 (2007).

  64. 64.

    Eugenia Roldán Vera and Thomas Schupp, “Network Analysis in Comparative Social Sciences,” Comparative Education 42, no. 3 (2006): 405–429.

  65. 65.

    Gita Steiner-Khamsi, ed., The Global Politics of Educational Borrowing and Lending, with foreword by Thomas S. Popkewitz (New York: Teachers College Press, 2004); Steiner-Khamsi, “Re-framing Educational Borrowing as a Policy Strategy.”

  66. 66.

    David Phillips, Educational Policy Borrowing: Historical Perspectives (Oxford: Symposium Books, 2004).

  67. 67.

    Gita Steiner-Khamsi and Florian Waldow, eds., Policy Borrowing and Lending in Education (London: Routledge, 2012); Johanna Ringarp and Florian Waldow, “From ‘Silent Borrowing’ to the International Argument—Legitimating Swedish Educational Policy from 1945 to the Present Day,” Nordic Journal of Studies in Education Policy 2, no. 1 (2016), http://dx.doi.org/10.3402/nstep.v2.29583.

  68. 68.

    Robert Cowen, “Acting Comparatively upon the Educational World: Puzzles and Possibilities,” Oxford Review of Education 32, no. 5 (2006): 561–573; Florian Waldow, “Die internationale Konjunktur standardisierter Messungen von Schülerleistung in der ersten Hälfte des 20. Jahrhunderts und ihr Niederschlag in Deutschland und Schweden,” Jahrbuch für Pädagogik 22, no. 1 (2010): 75–86.

  69. 69.

    Tröhler, Languages of Education.

  70. 70.

    Eugenia Roldán Vera, “La perspectiva de los lenguajes en la historia de la educación,” Ariadna histórica: Lenguajes, conceptos, metáforas 3 (2014): 7–14, accessed March 29, 2017, http://www.ehu.es/ojs/index.php/Ariadna/issue/view/1008; Dave Trotman, Helen E. Lees, and Roger Willoughby, eds., Education Studies: The Key Concepts (Abingdon and New York: Routledge, 2018).

  71. 71.

    Michel Espagne and Michael Werner, Transferts: Les rélations interculturelles dans l’espace franco-allemand (XVIIIe-XIXe siècles) (Paris: Éditions Recherche sur les Civilisations, 1988).

  72. 72.

    Some works on history of education published in the German- and French-speaking worlds have followed this approach. See, for example, Thomas Koinzer, Auf der Suche nach der demokratischen Schule: Amerikafahrer, Kulturtransfer und Schulreform in der Bildungsreformära der Bundesrepublik Deutschland (Bad Heilbrunn: Klinkhardt, 2011); Mayer, “Female Education”; Alexandre Fontaine, Aux heures suisses de l’école républicaine: Un siècle de transferts culturels et de déclinaisons pédagogiques dans l’espace franco-romand (Paris: Demopolis, 2015).

  73. 73.

    See http://transfaire.hypotheses.org/transacting, frontpage, last accessed January 21, 2019, brackets in original.

  74. 74.

    Werner, “Penser l’histoire croisée.”

  75. 75.

    Sobe, “Entanglement and Transnationalism,” 100; Fontaine, Aux heures suisses.

  76. 76.

    Martha Finnemore, “International Organizations as Teachers of Norms: The United Nations Educational, Scientific, and Cultural Organization and Science Policy,” International Organization 47, no. 4 (1993): 565–597; Martha Finnemore, “Norms, Culture, and World Politics: Insights from Sociology’s Institutionalism,” International Organization 50, no. 2 (1996): 325–347.

  77. 77.

    Martha Finnemore and Kathryn Sikkink, “International Norm Dynamics and Political Change,” International Organization 52, no. 4 (1998): 887–917.

  78. 78.

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Authors and Affiliations

  1. Department of Educational Research, Center for Research and Advanced Studies (Cinvestav), Mexico City, Mexico

    Eugenia Roldán Vera

  2. Georg Eckert Institute for International Textbook Research, Braunschweig, Germany

    Eckhardt Fuchs

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  1. Eugenia Roldán Vera
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  2. Eckhardt Fuchs
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Correspondence to Eugenia Roldán Vera .

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  1. Georg Eckert Institute for International Textbook Research, Braunschweig, Niedersachsen, Germany

    Eckhardt Fuchs

  2. Department of Educational Research, Center for Research and Advanced Studies (Cinvestav), Mexico City, Distrito Federal, Mexico

    Eugenia Roldán Vera

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Roldán Vera, E., Fuchs, E. (2019). Introduction: The Transnational in the History of Education. In: Fuchs, E., Roldán Vera, E. (eds) The Transnational in the History of Education. Global Histories of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-17168-1_1

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