UNESCO mediation in Francoist curriculum policy

Delgado, Mariano; Groves, Tamar

doi:10.4324/9780429468384-6

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“…These agreements were expanded upon with the creation of the Spanish National Commission for Cooperation with UNESCO in 1953. During the following years, the “bilateral review of history textbooks” programme for international understanding was also signed with France (1954) [14], Honduras (1957) and Paraguay (1957) (González-Delgado and Groves, 2020). This work was carried out not only by the RAH but also by institutions such as the Centre for Documentation and Didactic Orientation of Primary Education (CEDODEP), which engaged in such work from its inception (Maíllo, 1959).…”

Section: The Beginnings Of Unesco In Francoismmentioning

confidence: 99%

“…Around these initiatives, measures were implemented to modernize the educational system in order to achieve the economic growth standards set for the 1970s. This led to 1960s educational projects such as the National Center for Media Education by Radio and Television and the RTV Baccalaureate (1963), curricular proposals such as programmed learning, the Teleclubs (1964) or School Television (1968) (González-Delgado and Groves, 2017, 2020). An attempt was also made to improve the quantitative and qualitative structure of education with the creation of the “National Fund for the Promotion of the Equal Opportunity Principle (PIO)”, made at the request of the OECD [35]; the modernization of the educational administration with the transformation of the old MEN into the Ministry of Education and Science (MEC) (“The Minister of Education and Science explains the policy of the new Ministry”, 1966); and the “general planning of research [including educational research] in relation to the needs of economic and social development” (“Research and Development”, 1967, p. 86).…”

Section: “We Have No Choice But To Go There”: the Rise Of Unesco's Co...mentioning

confidence: 99%

“…It is based on the idea that the origin and development of the educational modernization process during the years of the dictatorship can be better understood if it is inserted within the agreements and proposals that UNESCO recommended to Spain after World War II. This not only allows us to comprehend how this new direction was conceived, it also serves as a framework with which to explain some of the latest research in Spain focusing on how under Franco educational institutions developed educational modernization projects related to educational technologies (Ossenbach and Groves, 2013; González-Delgado and Groves, 2017, 2020), health education (Terrón et al , 2017; Ferraz Lorenzo, 2020; Del Cura and Martínez-Pérez, 2021) and other educational policies (Ossenbach and Martínez-Boom, 2011). In addition, it also allows us to delve into how the educational modernization process occurred in Spain and broadens the view of some recent research on educational modernization and Spanish foreign relations in this historical time (Townson, 2007; Martín García and Delgado Gómez-Escalonilla, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Towards an educational modernization process: UNESCO interactions with Franco's Spain (1952–1970)

Delgado

Lorenzo

Trujillo

2021

HER

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PurposeAfter World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.Design/methodology/approachThis article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.FindingsFranco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.Originality/valueThis article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

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Section: The Beginnings Of Unesco In Francoismmentioning

confidence: 99%

Section: “We Have No Choice But To Go There”: the Rise Of Unesco's Co...mentioning

confidence: 99%