RT info:eu-repo/semantics/article
T1 Towards an educational modernization process: UNESCO interactions with Franco’s Spain (1952–1970)
A1 Ferraz Lorenzo, Manuel
A1 González Delgado, Mariano
A1 Machado Trujillo, Cristian
A2 Historia y Filosofía de la Cienciala Educación y el Lenguaje
A2 Sí. Grupo interdisciplinar de investigación sobre el pasado educativo.
K1 Francoism
K1 UNESCO
K1 Educational planning
K1 Educational policy
K1 Transnational history of education
AB Purpose – After World War II, an educational modernization process gained ground worldwide. Internationalorganizations such as UNESCO began to play a key role in the creation, development and dissemination of anew educational vision in different countries. This article examines the origin and development of thismodernization process under the dictatorship of Franco. More specifically, we will show how the adoption ofthis conception in Spain must be understood from the perspective of the interaction between UNESCO andFranco’s regime, and how the policies of the dictatorship converged with the proposals suggested by thisinternational organization. Our principal argument is that the educational policies carried out in Spainthroughout the second half of the 20th century can be better understood when inserted into a transnationalperspective in education.Design/methodology/approach – This article uses documents from archives that until now wereunpublished or scarcely known. We have also analyzed materials published in the preeminent educationaljournals of the dictatorship, such as the Revista de Educaci on, Revista Espanola de Pedagog ~  ıa, Bord on and Vidaescolar, as well as documents published by the Spanish Ministry of National Education.Findings – Franco’s dictatorship built an educational narrative closely aligned with proposals put forward byUNESCO on educational planning after World War II. The educational policies created by the dictatorship wererelated to the new ideas that strove to link the educational system with economic and social development.Originality/value – This article is inspired by a transnational history of education perspective. On the onehand, it traces the origins of educational modernization under Franco’s regime, which represented a technocraticvision of education that is best understood as a result of the impact that international organizations had in thesecond half of the 20th century. On the other hand, it follows the intensifying relationship between thedictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain
YR 2021
FD 2021
LK http://riull.ull.es/xmlui/handle/915/34762
UL http://riull.ull.es/xmlui/handle/915/34762
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 17-may-2024