Marcelo Caruso – författare

Pädagogisches Wissen und pädagogische Institutionen sind international vernetzt, sie unterliegen zirkulären Prozessen des Transfers und der Globalisierung. Die Beiträge dieses Bandes untersuchen die geografisch-räumliche, mediale und organisatorische Entgrenzung pädagogischen Wissens seit der Neuzeit. Identitätspraktiken, pädagogische Konzepte, kulturpolitische Missionen, bildungspolitische Reformmodelle und pädagogische Akteure mit internationaler Reichweite stehen dabei im Fokus der Betrachtung. Pädagogische Grenzüberschreitungen in diesem Sinne werden als Hybridisierung, Enkulturation und Adaption analysiert.

During the institutionalization of mass schooling in the 19th century, teaching large groups of children became both a necessity and a matter of regulation. For officials and inspectors the systematization of classroom interactions was important for effective results. However, while systematization could bring about the constant attention of children and their uninterrupted work, interactions themselves were difficult to control. Rationalized models of classroom organization provided alternatives for managing large groups before age grading became the dominant pattern of organizing interactions. The contributions in this volume explore diverse paths of transition towards modern classroom organization in different countries, allowing transnational perspectives and comparisons.

New polities emerged during the processes of decolonization. The break with the colonial past was not only political, but also more general. While conventional wisdom defines education as a field of action reproducing society in time, decolo-nization placed broader and more radical demands on the field: to produce a new society. For this purpose, new forms of education and schooling were required, although the importance of inherited institutions and practices in education were still significant. This collection of chapters offers scholarly insights into this problem by covering different processes of decolonization and the challenges of education in the last two hundred years.

Large scale assessment influences national and international educational policy debates and reforms. Assessment data is increasingly used as a government instrument. However, within the contemporary realm of the current global testing regime both the cultural and the historical conditions of assessment are often neglected. This volume is therefore devoted to the reconstruction of "assessment cultures" (interpretation patterns, discourses, instruments, practices) and their involved groups of actors. The contributions cover examples of Western European, Eurasian, East Asian, Latin, and North American as well as international settings and refer to epochs ranging from the early modern period up to the current context.

This present work brings to light the educational project developed by the African Party for the Independence of Guinea Bissau and Cape Verde (PAIGC) during the period of the armed liberation struggle against the Portuguese colonial regime in Guinea Bissau (1963-1974). The work goes further to explore the practices of education in the period after independence until 1978. It includes an extended analysis of reports and printed material produced by the PAIGC, and expands its sources to oral testimonies, exploring the individual and collective experiences on education under the colonial regime, that finally led the Party militants to develop their concept, practices and materials for the militant education project. An invaluable contribution to the history of education in Guinea Bissau in specific and African and World history of education in general, the present work leads the reader through the paths of education during e colonialism, and the challenges to the process of decolonize education during and after the armed conflict for independence and liberation.

El abandono del estereotipo de "paradigmas pedagógicos nacionales"; la existencia de intrincadas redes intelectuales transnacionales con una dinámica de intercambios, pero también de luchas; la verificación de los modos de apropiación colombiana de estas tradiciones, y la autocrítica metodológica, llevaron al Grupo Historia de la Práctica Pedagógica en Colombia a una especie de cartografía del campo conceptual pedagógico colombiano que se presenta en este libro. El concepto de ''campo'', alrededor del cual gira este trabajo, aglutina a académicos de diversas áreas en torno a los debates sobre el estatuto disciplinario de la pedagogía, con la finalidad de consolidar un campo plural y abierto.

The present volume analyses the actual processes by which liberal ideas and modern educational and cultural projects traveled to, and were institutionalized in, the Latin American context during the post-independence period. It comprises a number of essays that pay attention to the process of importing specific ideas to particular contexts, and to the peculiar dynamics of that communication. Although diverse in theme and methodological approach, all of the studies that make up this volume focus on the typical features characterizing the selection, appropriation and utilization of imported political discourses and institutions, models of schooling and cultural practices. Each of the contributors follows the circulation and appropriation of specific European «ideas» and «models», and discusses the social and cultural characteristics of the process of communication that shaped that circulation.

Die Organisation des elementaren Schulunterrichts in Jahrgangsklassen stellt ein umfassendes Ordnungsangebot für die Bevölkerung moderner Gesellschaften dar. Die allgemeine Durchsetzung dieses Organisationsprinzips wurde häufig als lineare Erfolgsgeschichte präsentiert, bei der sich eine vermeintlich eindeutige technologische Rationalität in der Systematisierung von unterrichtlichen Interaktionen und FInteraktionen und Führungstechniken durchgesetzt habe. Eine historisch-vergleichende Untersuchung der Rezeptionsverläufe des «wechselseitigen» oder «monitorialen» Unterrichts nach Bell und Lancaster zu Beginn des 19. Jahrhunderts in Preußen, in den damals dänischen Herzogtümern Schleswig und Holstein und in Spanien zeigt jedoch beträchtlich variierende Selektionen und Umdeutungen auf. Unter den Stichworten «Geist» und «Mechanik» werden kulturell distinkte Optionen herausgearbeitet, die bei der Akzeptanz von Technologieangeboten für das Klassenzimmer historisch wirksam geworden sind.