Six Decades of Educational Multilateralism in a Globalising World: The History of the UNESCO Institute in Hamburg

Autor/in	Elfert, Maren
Titel	Six Decades of Educational Multilateralism in a Globalising World: The History of the UNESCO Institute in Hamburg
Quelle	In: International Review of Education, 59 (2013) 2, S.263-287 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-013-9361-5
Schlagwörter	Foreign Countries; International Organizations; War; Social Systems; Political Attitudes; Social Change; Developing Nations; Lifelong Learning; Global Approach; Educational Objectives; Literacy; Germany + Suchen Sie Ihr Suchwort? Ausland; International organisation; International organisations; International organization; Internationale Organisation; Krieg; Social system; Soziales System; Political attitude; Politische Einstellung; Sozialer Wandel; Developing country; Developing countries; Entwicklungsland; Life-long learning; Lebenslanges Lernen; Globales Denken; Educational objective; Bildungsziel; Erziehungsziel; Alphabetisierung; Schreib- und Lesefähigkeit; Deutschland
Abstract	Created in 1945 as a specialised agency of the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO) was given, among other mandates, the task of reconstructing education systems devastated during the Second World War. UNESCO, in turn, and after some debate about an engagement in Germany, founded the UNESCO Institute for Education (UIE) in Hamburg in 1952. This paper traces the development of an institute which was founded to contribute to social renewal in war-torn Germany and Europe, functioned as a mediator between Western and Eastern countries during the Cold War and later shifted its geographical focus to developing countries. The institute was instrumental in conceptualising lifelong learning as a global educational paradigm, as well as in shaping the shift from education to learning and the concept of literacy as a "continuum". The author is particularly interested in the nature of the institute's niche which secured its survival in the uncertain domain of educational multilateralism in the past six decades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10