Circulation and Internationalisation of Pedagogical Concepts and Practices in the Discourse of Education: The Hamburg School Reform Experiment (1919-1933)

Autor/in	Mayer, Christine
Titel	Circulation and Internationalisation of Pedagogical Concepts and Practices in the Discourse of Education: The Hamburg School Reform Experiment (1919-1933)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 50 (2014) 5, S.580-598 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2014.927511
Schlagwörter	Educational Change; Foreign Countries; Periodicals; Fellowships; Experimental Groups; Teaching Methods; International Education; Educational Practices; Conferences (Gatherings); Documentation; Role; International Educational Exchange; Educational History; Social Networks; Germany + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Fellowship; Stipendium; Teaching method; Lehrmethode; Unterrichtsmethode; Internationale Erziehung; Bildungspraxis; Dokumentation; Rollen; Internationaler Austausch; History of education; Bildungsgeschichte; Social network; Soziales Netzwerk; Deutschland
Abstract	In the context of the international exchange of school reform ideas and concepts, the new schools in Hamburg were recognised as exemplary instances of a revolutionary and forceful reform in the public elementary school systems. Based on studies of transfer and their premise that the transnational transfer of ideas, practices and objects does not occur spontaneously, but requires specific mechanisms of transmission, this contribution explores the circulation and exchange of pedagogical practices and concepts within the discourse of New Education by looking at the example of the Hamburg experimental and community schools ("Hamburger Versuchs- und Gemeinschaftsschulen"). A key question in this process is how the Hamburg schools could acquire the great international importance they held. The analysis includes both personal and institutional communication networks of the experimental schoolteachers, the international journals and conferences of the New Education Fellowship, school visits and various reports and documentations of the schools produced by foreign visitors. It shows not only the key role that transnational exchange played in the education reform debates of the 1920s, but also offers clues to the cultural patterns and beliefs that influenced the circulation and reception of ideas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10