Educating for a peaceful world? The (co-)construction of peaceful education by states and their representatives at the International Bureau of Education (1929–1958)
Brylinski, Émeline
Educating for a peaceful world? The (co-)construction of peaceful education by states and their representatives at the International Bureau of Education (1929–1958) - 2024.
55
Pioneering organizations of intergovernmental cooperation in education, namely the International Bureau of Education (IBE) (1929) then—alongside it—UNESCO (1947), took on the mission of establishing peace in the world through education. But what kind of peace education are we talking about when state delegates get involved? This article aims to understand how the intergovernmental cooperation built and experienced at the IBE can influence its construction between 1929 and 1958. Formulated as a transnational cause with porous borders to bring together diverse governments, the way in which it is seized, discussed, even contested, then disseminated contributes to its construction, which was dependent on national, (geo)political, and ideological issues. Peace education is marked by a dynamic evolution from a negative and ephemeral model to a positive, holistic, and sustainable model, which includes three approaches: education for, about, and through peace.
Educating for a peaceful world? The (co-)construction of peaceful education by states and their representatives at the International Bureau of Education (1929–1958) - 2024.
55
Pioneering organizations of intergovernmental cooperation in education, namely the International Bureau of Education (IBE) (1929) then—alongside it—UNESCO (1947), took on the mission of establishing peace in the world through education. But what kind of peace education are we talking about when state delegates get involved? This article aims to understand how the intergovernmental cooperation built and experienced at the IBE can influence its construction between 1929 and 1958. Formulated as a transnational cause with porous borders to bring together diverse governments, the way in which it is seized, discussed, even contested, then disseminated contributes to its construction, which was dependent on national, (geo)political, and ideological issues. Peace education is marked by a dynamic evolution from a negative and ephemeral model to a positive, holistic, and sustainable model, which includes three approaches: education for, about, and through peace.
Réseaux sociaux