Teacher education at the crossroads of multiple modernities and internationalities (XIX-XX Centuries)

The chapters in this book address the circulation of knowledge and reception processes from various perspectives and many textures: how schooling organized human experience within the context of regional, national, and colonial agendas, and the response to internal and international movements claiming rights. These movements and “translations” occurred at complex international conjunctures, such as World War I and its geopolitical re-accommodation; national revolutions such as Mexico’s in 1910; the Russian Revolution; the emergence of fascism and Nazism, and of Franquism in Spain; World War II and the decolonization process; the Cold War; the long 1960s and the pursuit of rights; neo-liberalism; and the technological revolution. At the moment, we are facing an Orwellian, nihilist US project to change the architecture of the world, which as a consequence will affect education and its role in the formation of a polity. Meanwhile, contemporary paradigms situate humanity within a broader perspective in relation to our Earth and the universe, questioning anthropocentrism and generating a continuum with nature. The expansion of democratic rights and the central tenets of inclusivity and identity, which are currently being challenged in the United States, make the formulation of an ethically defensible language of education a matter of some urgency. This collection is divided into six parts that respond to the intentionality of the joint project. The contributions are aligned with an understanding of transnationalism not only as networks but also taking into account the groups and individuals connecting, the multiple readings of a synthesis of ideas, and the contextual spaces in the process of reception/translation.