Feiras mundiais do século XIX como sistemas de responsabilidade educacional: sistemas Scopicos, práticas de auditoria e dados educacionais

Late-19th century World’s Fairs constitute an important chapter in the history of educational accountability. International expositions allowed for educational systems and practices to be “audited” by lay and expert audiences. In this article we examine how World’s Fair exhibitors sought to make visible educational practices and institutions for external validation. Focusing especially on the American education exhibits mounted at Vienna (1873), Philadelphia (1876), Chicago (1893), and Paris (1900), we use historical documents connected with the preparation of exhibits as well as reports written during and after the Fairs to bring to light the curatorial principles and exhibitionary practices governing education exhibits. This examination helps us to understand educational accountability mechanisms and procedures not simply as technical undertakings, but as social systems with an important set of effects. The scopic systems at play and in contestation for accurately and fairly presenting education systems for outside scrutiny did much to shape the national/international contexts within which school systems operate as well as in what directions educators and policymakers sought to direct/redirect schooling.Las exposiciones mundiales de finales del siglo XIX fueron un capítulo importante en la historia de los modelos de responsabilidad educativa. Las exposiciones mundiales han permitido que los sistemas y las prácticas educativas fueran "auditadas" por legos y expertos. En este artículo, examinamos cómo los expositores comerciales trataron de hacer visibles las prácticas educativas e instituciones para la validación externa. Con especial referencia a las exhibiciones educativas estadounidenses en Viena (1873), Filadelfia (1876), Chicago (1893) y París (1900), utilizamos documentos históricos relacionados con la preparación de exposiciones, así como informes escritos durante y después de las exposiciones para examinar los principios de las prácticas curatoriales y expositivas que rigen exhibiciones educativas. Esta prueba nos ayuda a entender los mecanismos y procedimientos de rendición de cuentas educativa no sólo como empresas técnicas, sino como sistemas sociales con un importante conjunto de efectos. Sistemas escópicos se pusieron en juego y desafiaron los modelos de presentación de los sistemas educativos para ser sometidos a un escrutinio externo, y contribuyeron mucho para dar forma a los contextos nacionales/internacionales en los que operan los sistemas educativos, así como las direcciones en las que los educadores y los políticos trataron de dirigir y redirigir la educación. Feiras mundiais do fim do século XIX constituíram um importante capítulo na história dos modelos de responsabilidade educacional. Exposições internacionais permitiram que os sistemas e práticas educativas fossem “auditadas” por leigos e especialistas. Neste artigo, vamos examinar como expositores de feiras do mundo procuraram fazer visíveis práticas educativas e instituições para validação externa. Com especial destaque para as exposições de ensino americanas montadas em Viena (1873), Filadélfia (1876), Chicago (1893) e Paris (1900), utilizamos documentos históricos relacionados com a preparação de exposições, assim como relatórios escritos durante e depois das Feiras trazer à luz os princípios de curadorias e práticas de exibição que regem exposições educativas. Este exame nos ajuda a entender os mecanismos e procedimentos de responsabilização educacional não apenas como empresas técnicas, mas como sistemas sociais com um importante conjunto de efeitos. Os sistemas escópicos em jogo e em contestação pela apresentação precisa e justa dos sistemas de ensino para escrutínio externo fez muito para moldar os contextos nacionais / internacionais dentro do qual operam os sistemas de ensino, bem como em que direções educadores e formuladores de políticas procuraram direcionar / redirecionar a escolarização.

Entanglements and intercultural exchange in the history of education: mobilizing John Dewey in the interwar era

This article discuss the characteristics and shortfalls of “transfer” research and proposes that an “entangled history” approach can be usefully applied to thinking about intercultural exchanges in the history of education. It attempts to illustrate this method by examining the intersections between the “travels” of John Dewey and his ideas and educational developments in the Balkans in the early twentieth century

Entrelaçamentos e troca cultural na história da educação: mobilizando John Dewey no período entre guerras

This article discuss the characteristics and shortfalls of “transfer” research and proposes that an “entangled history” approach can be usefully applied to thinking about intercultural exchanges in the history of education. It attempts to illustrate this method by examining the intersections between the “travels” of John Dewey and his ideas and educational developments in the Balkans in the early twentieth century. Este artigo discute as características e as deficiências das pesquisas sobre “transferência” e defende que uma abordagem de “história entrelaçada” pode ser vantajosamente aplicada para pensar as trocas culturais em história da educação. Tenta ilustrar esse método mediante o exame das interseções entre as “viagens” de John Dewey e suas ideias e os diferentes desenvolvimentos educacionais nos Bálcãs no início do século XX.

The Problem of Context in Comparative Education Research

This paper argues that comparative education researchers – and education researchers generally – should pay more attention to how they conceptualize the Context(s) of schools and education systems. The construction of «the research context» is caught up in the mobilization of norms, power relations, regulative principles, technologies and strategies. Ascriptions of Context can operate as externally imposed categories that enclose, disable, and deny access to resources, opportunities, agency, and subject positions. In like measure, inscriptions of Context can sometimes enable, increase access and generally privilege particular cultural groups or particular social settings. This paper offers methodological strategies for analytically approaching the problem of Context in educational research. We propose that challenge is to understand how Context is part of an interweaving process with an object/objects within an assemblage that is ever changing. The «entangled analysis» approach (Sobe, forthcoming) advanced here attends to the constructed and constructing quality of Context. And it necessarily brings the researcher into the problematic, as she too is continually within the power/knowledge relations that make Contexts meaningful and consequential. We are argue that «contextualizing» a study should not be merely a preparatory activity but should carry across the entirety of a research project. Rather than beginning with standardized Contextual categories researchers should seek to understand the confluence of practices and objects that are coming together as well as constantly flowing and changing