(De)Constructing the Global Community: Education, Childhood and the Transnational History of International Organizations

Abstract

Matasci and Droux draw on research dealing with international organizations which operate in the fields of education and child development, demonstrating the operational nature of an analytical approach that considers the phenomena of transfers and borrowings. The authors observe the impact of transnational dynamics on a variety of levels: the development of national educational systems, the emergence of binding international rules, and the action of international agencies entrusted with elaborating recommendations for “good educational practices.” They demonstrate the relevance of such a transnational perspective, based on an examination of the actors, and their complex interactions. The authors also identify the limitations of this approach and discuss its ability to shed new light on the vast process of the internationalization of educational debates, practices, and policies.