Educación comparada e imperios

Robert Cowen

Resumen


Hay una gran cantidad de literatura sobre imperios. Hay una gran cantidad de literatura sobre educación e imperios. Sin embargo, solo hay un poco de literatura dentro de la educación comparada sobre imperios. ¿Por qué? Dado el número de personas cuya educación se vio afectada por los imperios, dadas las intenciones declaradas de quienes crearon imperios y sistemas educativos imperiales, dadas las armonías y tensiones en la mayoría de los imperios entre la política y la religión que se desarrollaban en los sistemas educativos, y dadas algunas de las diferencias obvias entre, por ejemplo, los imperios británico, holandés, francés, portugués, ruso, español y soviético y sus discursos y prácticas en la educación, el silencio es llamativo. Este artículo, primero, reflexionará sobre las formas en que los cambios en la «educación comparada» ayudaron a construir ese silencio. En segundo lugar, se trazarán los cambios más recientes en la educación comparada que abren la posibilidad de volver a evaluar los imperios como un tema central de trabajo, no solo en la «historia de la educación», sino en la «educación comparada». Ese argumento se persigue de lleno en la tercera sección del artículo. La conclusión señala otro cambio más en el posicionamiento político de la educación comparada como una materia universitaria y sugiere que, a pesar de los nuevos obstáculos, los imperios deberían ser para nosotros un tema de futuro y no solo del pasado.


Palabras clave


educación comparada; imperios; políticas del conocimiento

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Referencias


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DOI: https://doi.org/10.5944/reec.31.2018.21828

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