Research

The IBE Documentation Center is a hub for research and learning. Its special collections are available to all researchers, regardless of academic affiliation. Read about their work in action, as well as opportunities for further research.

FEATURED RESEARCH

Grants and Fellowships

The IBE offers several grant and fellowship opportunities to researchers from developing countries, to pursue projects that require in-depth research on the IBE Documentation Center’s holdings, draw on staff expertise, and participate in various projects.

Documentation Center Fellowship

Each year, the IBE offers short-term Documentation Center Fellowship, to promote scholarly use of its historical collections. Researchers from developing countries are especially encouraged to apply, to pursue projects that require in-depth research on the IBE Documentation Center’s holdings, draw on staff expertise, and participate in various projects.

Research support

The IBE provides researchers with opportunities to exchange knowledge and promote their work, while also striving to make additional resources available to everyone.

Bibliographic research help

Explore a list of broad topics and related bibliographies connecting with the collections that the IBE curates. Many publications in this ever-growing list are based on research of the IBE collections.

The International Bureau of Education
  • Avanzini, G., Darcy de Oliviera, R., Egger, E., Roller, S., Stick, R., & Suchodolski, B. (Eds.) (1979). The International Bureau of Education in the service of educational development. Paris: UNESCO.
  • Bajomi, I. (2020). Les relations d’un État autoritaire, la Hongrie, avec l’Institut Rousseau et le Bureau international d’éducation (1922-1943). Relations Internationales, 183(4).
  • Boss, C. (in progress). Le Bureau international d’éducation (BIE), un centre de documentation mondiale sur l’éducation: Analyse du processus de construction (1925-1952). PhD thesis. Geneva: Université de Genève.
  • Boss, C. & Brylinski, É. (2020). Le Service d’aide intellectuelle aux prisonniers de guerre du Bureau international d’éducation (1939-1945). In J. Droux & R. Hofstetter (Eds.), Internationalismes éducatifs entre débats et combats (fin du 19e – premier 20e siècle) (pp. 243-276). Bruxelles: Peter Lang.
  • Brylinski, É. (2021, forthcoming). Formuler les recommandations internationales de l’instruction publique: Un mode opératoire manipulé, et manipulateur? In M. Vergnon, R, d’Enfert & F. Mole (Eds.), Circulations en éducation: Passages, transferts, trajectoires (19e-20e siècle). Grenoble: Presses universitaires de Grenoble.
  • Brylinski, É. (in progress). Sociogenèse d’une coopération intergouvernementale en éducation: Production d’une charte universelle de l’éducation pour asseoir la paix (1929-1958). PhD thesis. Geneva: Université de Genève.
  • Butts, M. (1944). The International Bureau of Education. The Annals of the American Academy of Political and Social Science, 235, 10-16.
  • Dottrens, R. (1959). A Pedro Rosselló. Revue Internationale de l’Éducation, 5(3), 265-269.
  • Ducret, J.-J. (1990). Jean Piaget: Biographie et parcours intellectuel. Neuchâtel: Delachaux et Niestlé.
  • Hameline, D. (1993a). Adolphe Ferrière. Prospects, 23(1), 373-401.
  • Hameline, D. (1993b). Édouard Claparède. Prospects, 23(1), 159-71.
  • Hameline, D. (2005). Relater sa pratique ? Les tentations d’Adolphe Ferrière (1879-1960): Entre compte rendu d’évaluation et libellé de propagande. Revue française de pédagogie, 153(1), 67-80.
  • Hofstetter, R. (2015). Building an “international code for public education”: Behind the scenes at the International Bureau of Education (1925-1946). Prospects, 45(1), 31-48.
  • Hofstetter, R. (2017). Matrizes do internacionalismo educativo e sua primeira institucionalização em uma escala global: O exemplo do Bureau Internacional de Educação no Entreguerras. In J. Gondra (Ed.), Histõria da Educação, Matrizes interpretativas e internacionalização (pp. 47-98). Brasil: EDUFES.
  • Hofstetter, R., & Érhise (2021, forthcoming). Le Bureau international d’éducation, matrice de l’internationalisme éducatif. Pour une « charte des aspirations mondiales de l’éducation » (premier 20e siècle). Bruxelles: Peter Lang.
  • Hofstetter, R., & Mole, F. (2018). La neutralité revendiquée du Bureau international d’éducation. Vers une éducation nouvelle généralisée par la science piagétienne (1921-1934). In X. Riondet, R. Hofstetter & H.-L. Go (Eds.), Les acteurs de l’éducation nouvelle au XXe siècle. Itinéraires et connexions (pp. 195-223). Grenoble: Presses universitaires de Grenoble.
  • Hofstetter, R., & Schneuwly, B. (2013). The International Bureau of Education (1925-1968): A platform for designing a ‘chart of world aspirations for education’. European Educational Research Journal, 12(2), 215-230.
  • Hofstetter, R., & Schneuwly, B. (2020). Orchestrer l’internationalisme éducatif depuis le Bureau international d’éducation. Conquêtes, confrontations, compromis (1927-1934). In J. Droux & R. Hofstetter (Eds.) Internationalismes éducatifs entre débats et combats (fin du 19e – premier 20e siècle) (pp. 63-94). Bern: Peter Lang.
  • Hofstetter, R., & Schneuwly, B. (2020a). The International Bureau of Education: A precursor of the UNESCO and the factory of its pedagogical guidelines? (1934-1968). Encounters in Theory and History of Education, 21, 24-51.
  • Hofstetter, R., & Schneuwly, B. (2021). L’objectivité et la neutralité comme ressorts de l’internationalisme éducatif ? Le Bureau international d’éducation. (1925-1968). Relations Internationales, 183(4).
  • Hofstetter, R., & Schneuwly, B. (2021a). Piaget, diplomata do internacionalismo educacional. Do Bureau Internacional de Educação à Unesco (1929-1968). In R. Freitas (Éd.), Circulação e internacionalização de saberes e práticas científicas em Psicologia, Ciências Humanas e Educação – questões históricas e contemporâneas. Belo Horizonte: Centro de documentação e pesquisa Helena Antipoff (CDPHA).
  • Hofstetter, R., & Schneuwly, B. (coll. Boss, C.) (2020). L’Institut Rousseau et son Bureau international de l’éducation: Cœur pédagogique de l’univers civilisé, où le sang afflue et reflue sans cesse. In R. Hofstetter, J. Droux & M. Christian (Eds.), Construire la paix par l’éducation: Réseaux et mouvements internationaux au XXe siècle. Genève au cœur d’une utopie (pp. 177-210). Neuchâtel: Alphil.
  • Kohler, R. (2009). Piaget und die Pädagogik: Eine historiographische analyse. Bad Heilbrunn: Klinkhardt.
  • Kohler, R. (2014). Jean Piaget. London: Bloomsbury.
  • Loureiro, C. M. B. (in progress). La coopération pédagogique promue par le Bureau international d’éducation (BIE): Les interconnexions avec l’Amérique latine (1925-1952). PhD thesis. Geneva: Université de Genève.
  • Müller, U., Carpendale, J. I. M., & Smith, L. (2009). The Cambridge companion to Piaget. Cambridge: Cambridge University Press.
  • Munari, A. (1994). Jean Piaget. Prospects, 24(1), 311-27.
  • Perret-Clermont, A. N., & Barrelet, J.-M. (Eds.) (2008). Jean Piaget and Neuchâtel: The learner and the scholar. New York, NY: Psychology Press.
  • Robert, A. D. (2021, forthcoming). Le Bureau international d’éducation et l’Éducation nationale française. Échanges, circulations d’idées et de pratiques (1950-1970).
  • Rosselló, P. (1943). Les précurseurs du Bureau International d’éducation: Quelques pages de l’histoire de l’éducation. Geneva: Bureau International d’Éducation.
  • Rosselló, P. (1944). Forerunners of the International Bureau of Education, a hitherto unrecorded aspect of the history of education and of international institutions (M. Butts Trans). London: Pub. under the auspices of the Year Book of education, in association with the University of London Institute of Education, by Evans Brothers Ltd.
  • Ruchat, M. (2002). Figures de l’arriéré scolaire et caricatures d’Edouard Claparède : Genève, 1908. Revue d’histoire de l’enfance « irrégulière », 4, 113-126.
  • UNESCO IBE (2015). In Focus: 90 years of excellence in education. Geneva: UNESCO-IBE.
  • UNESCO IBE (2017). A visual history of the IBE/ Une histoire visuelle du BIE. Geneva: UNESCO-IBE.
  • Vidal, F. (1994). Piaget before Piaget. Cambridge, MA: Harvard University Press.
  • Xypas, C. (1997). Piaget et l’éducation. Paris: Presses Universitaires de France.
Internationalization and international governance of education
  • Droux, J., & Hofstetter, R. (2015). Constructing worlds of education: A historical perspective. Prospects, 45(1), 5-14.
  • Fuchs, E. (2007). The creation of new international networks in education: The League of Nations and educational organizations in the 1920s. Paedagogica Historica, 43(2), 199-209.
  • Fuchs, E. (2007). Children’s rights and global civil society. Comparative Education, 43(3), 393-412.
  • Hofstetter, R. (2010). Genève: Creuset des sciences de l’éducation: fin du XIXe siècle – première moitié du XXe siècle. Geneva: Droz.
  • Hofstetter, R., J. Droux, & M. Christian (2020). Construire la paix par l’éducation: Réseaux et mouvements internationaux au XXe siècle : Genève au coeur d’une utopie. Geneva: Éditions Alphil – Presses universitaires suisses.
  • Jones, P. W. (2007). Editorial: Global governance, social policy and multilateral education. Comparative Education, 43(3), 321-23.
  • Jones, P. W. (2018). International policies for Third World education: UNESCO, literacy and development. London: Routledge.
  • Kulnazarova, A., & Ydesen, C. (Eds.) (2017). UNESCO without borders: Educational campaigns for international understanding. London: Routledge.
  • Maurel, C. (2010) Histoire de l’UNESCO: Les trente premières années, 1945-1974. Paris: L’Harmattan.
  • McCowan, T., & Unterhalter, E. (2015). Education and international development: An introduction. London: Bloomsbury Publishing.
  • Moody, Z. (2016). Les droits de l’enfant: Genèse, institutionnalisation et diffusion (1924-1989). Neuchâtel: Éditions Alphil – Presses universitaires suisses.
History of education
  • Droux, J., & Hofstetter, R. (2020). Protection and education of children and young people. In O. Hidalgo-Weber & B. Lescaze (Eds.), 100 years of multilateralism in Geneva, from the LoN to the UN (pp. 299-313). Geneva: Suzanne Hurter.
  • Fitzgerald, T. (Ed.) (2020). Handbook of historical studies in education: Debates, tensions, and directions. Singapore: Springer.
  • Haenggeli-Jenni, B. (2017). L’éducation nouvelle entre science et militance: Débats et combats à travers la revue pour l’ère nouvelle (1920-1940). Bern: Peter Lang.
  • Hofstetter, R., & Schneuwly, B. (Eds.) (2002). Science(s) de l’éducation, 19e-20e siècles. Entre champs professionnels et champs disciplinaires / Erziehungswissenschaft(en), 19.-20. Jahrhundert. Zwischen Profession und Disziplin. Bern: Peter Lang.
  • Hofstetter, R., & Mole, F. (2019). Disparités et dispersions constitutives de la mouvance de l’Éducation nouvelle. Revue des sciences de l’éducation, 41(2), 263-77.
  • Magnin, C. (2001). La Maison Des Petits et l’Institut Rousseau. In C. Renevey Fry (Ed.) Pâtamodlé. L’éducation des plus petits 1815-1980 (pp. 134-41). Geneva: Service de la recherche en éducation/Musée d’ethnographie.
  • Magnin, C., & Hofstetter, R. (2006). Éducation Nouvelle et changements éducatifs: Éléments de définition et pesées d’une influence. Paedagogica Historica, 42(1-2), 1-14. (and other contributions to this special issue “New Education: Genesis and metamorphose”).
  • Martin, J., & Goodman, J. (2011). Women and education: Major themes on education. London: Routledge.
  • Muller, C. A., & Lussi, V. (2001). Émergence des sciences de l’éducation: La question de l’anormalité scolaire. Genève 1897-1937. Carnets de Bord, 212-222.
  • Muller, C. A., Day, C., & Van Veen, D. (2001). Aspect of the disciplinary constitution of sciences of education: The “prototype” of the Institute Jean-Jacques Rousseau in Geneva (1912-1933). In C. Day & D. Van Veen (Ed.), Educational Research in Europe Yearbook 2001 (pp. 93-107). Leuven-Apeldoorn: EERA.
  • Ratcliff, M. J., & Ruchat, M. (Eds.) (2006). Les laboratoires de l’esprit: Une histoire de la psychologie à Genève, 1892 – 1965. Collection Institut J.-J. Rousseau. Le Mont-sur-Lausanne: Ed. Loisirs et pédagogie.
  • Rury, J. L., & Tamura, E. (Eds.) (2019). The Oxford handbook of the history of education. Oxford: Oxford University Press.
  • Schneuwly, B. (2007). Emergence des sciences de l’éducation en Suisse à la croisée de traditions académiques contrastées: Fin du 19e-première moitié du 20e siècle. Bern: Peter Lang.
Historical textbook research and textbook studies
  • Altbach, P. G., & Kelly, G. P. (Eds.) (1988). Textbooks in the Third World: Policy, content, and context. New York, NY: Garland Pub.
  • Apple, M., & Christian-Smith, L. (Eds.) (2017). The politics of the textbook. New York, NY: Routledge.
  • Brugeilles, C., & Cromer, S. (2008). Comment promouvoir l’égalité entre les sexes par les manuels scolaires ? Paris: UNESCO, 2008.
  • Bryan, A. (2012) “You’ve got to teach people that racism is wrong and then they won’t be racist”: Curricular representations and young people’s understandings of race and racism. Journal of Curriculum Studies, 44(5), 599-629.
  • Carrier, P., Fuchs, E., & Messinger, T. (Eds.) (2015). The international status of education about the Holocaust: A global mapping of textbooks and curricula. Paris: UNESCO.
  • Choppin, A. (1980). L’histoire des manuels scolaires. Une approche globale. Histoire de l’éducation 9(1), 1-25.
  • Choppin, A. (1992). Les manuels scolaires: Histoire et actualité. Paris: Hachette.
  • Choppin, A. (2002). L’histoire du livre et de l’édition scolaires: Vers un état des lieux. Paedagogica Historica, 38(1), 20-49.
  • Choppin, A. (2008). Le manuel scolaire, une fausse évidence historique. Histoire de l’éducation, 117, 7-56.
  • Dijk, T. A. van, & Atienza, E. (2011). Knowledge and discourse in secondary school social science textbooks. Discourse Studies, 13(1), 93-118.
  • Faure, R. (2015). Netzwerke der Kulturdiplomatie: Die Internationale Schulbuchrevision in Europa 1945-1989. Berlin: De Gruyter Oldenbourg.
  • Firer, R., Abd al-Razzāq Adwān, S., & Pingel, F. (2004). The Israeli-Palestinian conflict in history and civics textbooks of both nations. Hannover: Verlag Hahnsche Buchhandlung.
  • Fitzgerald, F. (1979). America revised: History schoolbooks in the twentieth century. Boston: Little Brown & Co.
  • Foster, S. (2011). Dominant traditions in international textbook research and revision. Education Inquiry, 2(1): 5-20.
  • Fuchs, E. (2011). Current trends in history and social studies textbook research. Journal of International Cooperation in Education 14(2), 17-34.
  • Fuchs, E., Niehaus, I., & Stoletzki, A. (2014). Das Schulbuch in der Forschung: Analysen und Empfehlungen für die Bildungspraxis. Göttingen: Vandenhoeck & Ruprecht.
  • Fuchs, E., & Bock, A. (Eds.) (2018). The Palgrave handbook of textbook studies. New York, NY: Palgrave Macmillan.
  • Furrer, M (2004). Die Nation im Schulbuch, Zwischen Überhöhung und Verdrängung: Leitbilder der Schweizer Nationalgeschichte in Schweizer Geschichtslehrmitteln der Nachkriegszeit und Gegenwart. Hannover: Verlag Hahnsche Buchhandlung.
  • Giordano, G. (2003). Twentieth-century textbook wars: A history of advocacy and opposition. New York, NY: Peter Lang.
  • Haggarty, L., & Pepin, B. (2002). An investigation of mathematics textbooks and their use in English, French and German classrooms: Who gets an opportunity to learn what?, British Educational Research Journal, 28(4), 567-90.
  • Johnsen, E. B., & Sivesind, L. (1993) Textbooks in the kaleidoscope: A critical survey of literature and research on educational texts. Oslo: Scandinavian University Press .
  • Moreau, J. (2003) Schoolbook nation: Conflicts over American history textbooks from the Civil War to the present. Ann Arbor, MI: University of Michigan Press.
  • Pingel, F. (2010). UNESCO guidebook on textbook research and textbook. Paris: UNESCO.
  • Repoussi, M., & Tutiaux-Guillon, N. (2010). New trends in history textbook research. Journal of Educational Media, Memory, and Society, 2(1): 154-70.
  • Roldán V. E., & Fuchs, E. (Eds.) (2018). Textbooks and war: Historical and multinational perspectives. London: Palgrave Macmillan.
  • Sammler, S. (2018) Textbook research: Past achievements, current developments, future challenges: A Georg Eckert Institut Researcher’s View. Didacticae, 4, 74-84.
  • Walker, J. (Ed.) (2005). Directory of historical textbook and curriculum collections. Chicago, IL: Association of College and Research Libraries.
History of international organizations and international organization studies
  • Amrith, S., & Sluga, G. (2008). New histories of the United Nations. Journal of World History, 19(3), 251-74.
  • Devin, G. (2016). Les organisations internationales. Paris: Armand Colin.
  • Gorman, D. (2019). International cooperation in the early twentieth century. London: Bloomsbury Academic.
  • Herren-Oesch, M. (2009). Internationale Organisationen Seit 1865: Eine Globalgeschichte Der Internationalen Ordnung. Darmstadt: Wissenschaftliche Buchgesellschaft.
  • Iriye, A. (2004). Global community: The role of international organizations in the making of the contemporary world. Berkeley, CA: University of California Press.
  • Kott, S. (2011). International organizations: A field of research for a global history. Studies in Contemporary History, 8(3), 446-50.
  • Kott, S. (2011). Les organisations internationales, terrains d’étude de la globalisation. Jalons pour une approche socio-historique. Critique Internationale,52(3), 9-16.
  • Laqua, D. (Ed.) (2011). Internationalism reconfigured: Transnational ideas and movements between the World Wars. New York, NY: I.B. Tauris.
  • Mazower, M. (2012). Governing the world: The history of an idea. London: Allen Lane.
  • Müller, B. (Ed.) (2013). The gloss of harmony: The politics of policy-making in multilateral organisations. London: PlutoPress.
  • Reinalda, B. (2009). Routledge history of international organizations: From 1815 to the present day. London: Routledge.
  • Rittberger, V., Zangl, B., Kruck, A., & Dijkstra, H. (2019). International organization. London: Red Globe Press.
  • Sluga, G., & Clavin, P. (Eds.) (2017). Internationalisms: A twentieth-century history. Cambridge: Cambridge University Press.

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