Peace through history? The Carnegie Endowment for International Peace’s inquiry into European schoolbooks, 1921–1924

Irish, Tomás

doi:10.1080/0046760x.2015.1042074

Cited by 4 publications

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“…34 The conference revealed the existence of a link between educational reform and pacifism in the Netherlands, as was also the case in France. 35 Both radical and moderate left-wing thinking was represented within the peaceeducation movement. Radical thinking propagated political education from a Marxist point of view and encouraged students to stand up to the established order.…”

Section: Peace Education In the Netherlandsmentioning

confidence: 99%

Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Amsing

Dekker

2019

Paedagogica Historica

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Within the polarised political culture of the 1970s, in which political differences were emphasised instead of being played down, Dutch right-wing politicians frequently accused left-wing politicians and educators of indoctrination in educational settings. In this period of economic stagnation and an ongoing Cold War, peace educationwhich was vulnerable to accusations of indoctrinationbecame an optional part of the secondary school curriculum. This article addresses the aims and strategies of the Working Group for Peace Education in implementing the peace education curriculum and relates it to politics, place and pedagogy. The study centres on the content, intentions, and methods of the Working Group's curriculum, especially with regard to topics relating to the Vietnam War and nuclear weapons. The results suggest that the members of the Working Group for Peace Education aspired to educate young people to become citizens who would be actively engaged in global problems. Sensitivity to possible accusations of indoctrination led the Working Group to present these ideals with caution.

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Section: Peace Education In the Netherlandsmentioning

confidence: 99%

Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Amsing

Dekker

2019

Paedagogica Historica

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Scholarly identities in war and peace: the Paris Peace Conference and the mobilization of intellect

Irish

2016

Journal of Global History

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This article analyses international scholarship of the early twentieth century by focusing on scholarly networks and the uncomfortable interplay between their claims to universalism and the realities of an international war with global dimensions. Academics, books, and ideas had traversed the world with relative ease and regularity from the mid nineteenth century. The consequences were the creation of a hierarchical and Euro-American dominated ‘academic world’ where mobility and the transnational transmission of knowledge were key features. The rupture of the First World War tested the durability of these connections but the Paris Peace Conference showed that scholarly connections – through shared disciplinary interests, alumni groupings, or mutual acquaintance – were not only durable but sometimes crucial to the recasting of the world envisaged by the peacemakers. While the scholars present at the Paris Peace Conference were there as representatives of their respective nations, they also demonstrated strong allegiance to disciplines and institutions.

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Recent Articles on French History

Hérubel¹

2017

French Historical Studies

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Peace through history? The Carnegie Endowment for International Peace’s inquiry into European schoolbooks, 1921–1924

Cited by 4 publications

References 0 publications

Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Educating peace amid accusations of indoctrination: a Dutch peace education curriculum in the polarised political climate of the 1970s

Scholarly identities in war and peace: the Paris Peace Conference and the mobilization of intellect

Recent Articles on French History

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