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Colloque international, Universit&#233; de Lausanne, 24-25 juin 2021ArgumentaireDans le sillage du tournant transnational et global de la recherche historique de ces derni&#232;res ann&#233;es, plusieurs &#233;tudes se sont focalis&#233;es sur l&#8217;histoire des internationalismes aux XIXe et XXe si&#232;cles. L&#8217;un des pionniers de la r&#233;flexion dans ce domaine, Akira Iriye, d&#233;finit cette notion de mani&#232;re tr&#232;s large, incluant toute activit&#233; visant &#224; promouvoir la coop&#233;ration internationale (Cultural Internationalism, 1997). Expression d&#8217;un id&#233;al et pratique ancr&#233;e dans une multitude de terrains, l&#8217;internationalisme peut donc r&#233;pondre &#224; des motivations tr&#232;s diverses.&#160;L&#8217;&#233;ducation constitue assur&#233;ment un point d&#8217;observation privil&#233;gi&#233; pour saisir les acteurs, la port&#233;e et les logiques parfois contrast&#233;es de ce ph&#233;nom&#232;ne. Plusieurs chercheuses et chercheurs en ont d&#8217;ailleurs retrac&#233; l&#8217;histoire depuis son &#233;mergence au XIXe si&#232;cle jusqu&#8217;&#224; son institutionnalisation au cours de la premi&#232;re moiti&#233; du XXe si&#232;cle. En revanche, encore peu de travaux se sont int&#233;ress&#233;s &#224; l&#8217;internationalisme &#233;ducatif tel qu&#8217;il se d&#233;veloppe au cours de la Guerre froide. Cette p&#233;riode offre pourtant un cadre exceptionnel pour saisir l&#8217;&#233;volution et les m&#233;tamorphoses des processus d&#8217;internationalisation des savoirs et des pratiques &#233;ducatives, que ce soit dans la sph&#232;re scolaire ou extra-scolaire. Port&#233;s par une multitude d&#8217;acteurs nationaux, internationaux et imp&#233;riaux, ceux-ci s&#8217;articulent en effet &#233;troitement non seulement avec les enjeux pos&#233;s par l&#8217;affrontement id&#233;ologique entre les blocs de l&#8217;Est et de l&#8217;Ouest, mais aussi avec le processus de construction europ&#233;enne, la d&#233;colonisation, l&#8217;&#233;mergence du &#171;&#160;tiers-mondisme&#160;&#187; et les tentatives de r&#233;gulation des relations internationales (maintien de la paix, etc.). D&#232;s lors, il s&#8217;agit dans ce colloque de poser les bases pour une histoire plurielle et crois&#233;e de l&#8217;internationalisme &#233;ducatif, en retra&#231;ant ses formes, ses trajectoires (Nord-Sud, Est-Ouest, Sud-Sud) ainsi que son impact sur le cadre politique et les rapports de force d&#233;termin&#233;s par la &#171;&#160;Guerre froide globale&#160;&#187;. Notre ambition est, d&#8217;une part, d&#8217;approfondir et de prolonger les r&#233;flexions historiographiques r&#233;centes mettant en avant la porosit&#233; du &#171;&#160;rideau de fer&#160;&#187;, les ambigu&#239;t&#233;s des processus d&#8217;&#171;&#160;am&#233;ricanisation&#160;&#187; et de &#171;&#160;sovi&#233;tisation&#160;&#187; des soci&#233;t&#233;s occidentales ainsi que les intenses interactions entre les deux&#160;blocs et les pays d&#8217;Afrique, d&#8217;Asie et d&#8217;Am&#233;rique latine. D&#8217;autre part, cette rencontre aspire aussi &#224; r&#233;introduire le paradigme europ&#233;en au c&#339;ur des enjeux marquant la deuxi&#232;me moiti&#233; du XXe si&#232;cle.&#160;Nous souhaitons r&#233;unir des contributions de chercheuses et chercheurs, juniors ou confirmés, autour de trois axes de recherche principaux&#160;:1. Des &#171;&#160;guerriers de la Guerre froide&#160;&#187;&#160;? Les acteurs des internationalismes en mati&#232;re d&#8217;&#233;ducationQu&#8217;ils s&#8217;agissent d&#8217;acteurs &#233;tatiques ou non &#233;tatiques, d&#8217;organisations internationales gouvernementales ou non gouvernementales, d&#8217;associations ou d&#8217;institutions confessionnelles, professionnelles, politiques, de ligues militantes, de mouvements de jeunesse, d&#8217;organisations philanthropiques, missionnaires ou de r&#233;seaux d&#8217;experts, il est tout d&#8217;abord n&#233;cessaire d&#8217;interroger le r&#244;le de ces acteurs comme courroies de transmission de pratiques, de valeurs et de normes internationalistes. Il sera question d&#8217;examiner leurs ambitions, de mettre &#224; jour leur fonctionnement, leur mise en r&#233;seaux et leurs rapprochements parfois surprenants. Ce premier axe a donc pour objectif de mieux conna&#238;tre les diff&#233;rentes manifestations de l&#8217;internationalisme &#233;ducatif, de faire &#233;merger les divers centres n&#233;vralgiques o&#249; il se d&#233;ploie et de mettre l&#8217;accent sur la vari&#233;t&#233; des motivations qui le sous-tend (communisme, anticommunisme, lib&#233;ralisme, europ&#233;isme, pacifisme/humanisme, post-imp&#233;rialisme, etc.).2. Les mod&#232;les et paradigmes &#233;ducatifs &#224; caract&#232;re internationalisteQuels sont les mod&#232;les et les paradigmes &#233;ducatifs qui sont au c&#339;ur des&#160;campagnes internationalistes&#160;? Dans quelle mesure les diff&#233;rentes conceptions &#233;ducatives internationalistes promues se d&#233;finissent en fonction et par r&#233;action &#224; d&#8217;autres mod&#232;les&#160;? Comment ces derni&#232;res peuvent-elles cohabiter, se retrouver en concurrence ou entrer en contradiction par exemple avec les normes nationales&#160;? Ce deuxi&#232;me axe de recherche souhaite explorer les diff&#233;rences, mais aussi les points de rencontre, les enchev&#234;trements et les compromis id&#233;ologiques entre les diff&#233;rentes formes d&#8217;internationalisme. Il s&#8217;agira &#233;galement d&#8217;&#233;tudier de quelle fa&#231;on les ph&#233;nom&#232;nes de transfert, de circulation et d&#8217;hybridation ont fa&#231;onn&#233;&#160;les diverses politiques scolaires mises en place dans une perspective internationaliste (&#233;ducation &#224; la paix, aux droits de l&#8217;homme, &#224; la compr&#233;hension internationale, &#224; l&#8217;Europe, etc.)3. Les instruments, les pratiques et les r&#233;sultats des internationalismes &#233;ducatifsQuels sont les instruments et les supports p&#233;dagogiques susceptibles de favoriser les circulations et de concr&#233;tiser ainsi les ambitions internationalistes&#160;? La r&#233;vision des manuels, la mise en place de rencontres internationales, d&#8217;&#233;changes scolaires et estudiantins, tout comme l&#8217;organisation de jumelages, de voyages d&#8217;&#233;tudes, de concours et d&#8217;expositions scolaires ou encore les politiques d&#8217;aide au d&#233;veloppement dans les pays du Sud (envoi d&#8217;experts, etc.) sont autant de strat&#233;gies d&#233;velopp&#233;es par les acteurs investis dans la promotion d&#8217;un internationalisme &#233;ducatif et/ou de principes internationalistes. L&#8217;objectif de ce troisi&#232;me axe est donc de se confronter au r&#233;el des initiatives internationalistes afin d&#8217;en &#233;valuer non seulement les r&#233;sultats mais aussi les r&#233;sistances qu&#8217;elles rencontrent.&#160;Modalit&#233;s de communicationLes langues de travail du colloque seront le fran&#231;ais et l&#8217;anglais. Les communications devront s&#8217;appuyer sur une pr&#233;sentation projet&#233;e dans l&#8217;autre langue. Les papiers des communications (environ 6000 mots) seront soumis quelques semaines avant le d&#233;but de la manifestation. Une publication collective (en anglais et/ou en fran&#231;ais) est pr&#233;vue.Deux keynotes seront assur&#233;es par Rita Hofstetter et Jo&#235;lle Droux (Universit&#233; de Gen&#232;ve), ainsi que par Gilles Scott-Smith (Universit&#233; de Leiden).Le transport et l&#8217;h&#233;bergement des participants seront pris en charge, totalement ou partiellement, en fonction des r&#233;sultats des demandes de subventions. La priorit&#233; sera accord&#233;e aux jeunes chercheuses et chercheurs.Modalit&#233;s de soumission et calendrier15 septembre 2020&#160;: Envoi des propositionsaux adresses suivantes&#160;: Raphaelle.RuppenCoutaz@unil.ch, Damiano.Matasci@unige.chLes propositions (300 mots max. en fichiers word ou pdf) comporteront un titre, une probl&#233;matique explicite, une bibliographie (5 r&#233;f&#233;rences max.) et une courte notice bio-bibliographique (15 lignes max.).&#160;D&#233;cembre 2020&#160;: Notifications d&#8217;acceptation apr&#232;s un processus de s&#233;lection conduit avec l&#8217;aide des membres du Comit&#233; scientifique.11 juin 2021&#160;: Envoi d&#8217;un papier d&#8217;environ 6000 mots qui sera mis &#224; disposition des coll&#232;gues prenant part &#224; la conf&#233;rence.&#160;24-25 juin 2021&#160;: Colloque international sur le campus de l&#8217;Universit&#233; de Lausanne.15 septembre 2021&#160;: Remise des papiers s&#233;lectionn&#233;s pour la publication.&#160;Comit&#233; scientifiqueSandra Bott (Universit&#233; de Lausanne)&#160;;Olivier Dard (Sorbonne Universit&#233;)&#160;;Jo&#235;lle Droux (Universit&#233; de Gen&#232;ve)&#160;;Matthieu Gillabert (Universit&#233; de Fribourg)&#160;;Charles Heimberg (Universit&#233; de Gen&#232;ve)&#160;Rita Hofstetter (Universit&#233; de Gen&#232;ve)&#160;;Miguel Bandeira Jer&#243;nimo (Universit&#233; de Coimbra);Sandrine Kott (Universit&#233; de Gen&#232;ve)&#160;;Angela Romano (European University Institute)&#160;;St&#233;phanie Roulin (Universit&#233; de Fribourg)&#160;;Xavier Riondet (Universit&#233; de Lorraine)&#160;;Nadine Ritzer (P&#228;dagogische Hochschule Bern)&#160;;Janick Schaufelbuehl (Universit&#233; de Lausanne)&#160;;Giles Scott-Smith (Leiden University)&#160;;Ludovic Tourn&#232;s (Universit&#233; de Gen&#232;ve)&#160;;Fran&#231;ois Vallotton (Universit&#233; de Lausanne).OrganisationRapha&#235;lle Ruppen Coutaz (Universit&#233; de Lausanne) et Damiano Matasci (Universit&#233; de Gen&#232;ve)Bibliographie s&#233;lectiveAnceau Eric, Boudon Jacques-Olivier, Dard Olivier (dir.), Histoire des internationales&#160;: Europe, XIXe-XXe si&#232;cles, Paris&#160;: Nouveau Monde &#233;ditions, 2017.&#160;Babiracki Patryk, Jersild Austin (eds.), Socialist Internationalism in the Cold War. Exploring the Second World, London/New York: Palgrave MacMillan, 2016.&#160;Bagchi Barnita, Fuchs Eckhardt, Rousmaniere Kate (eds.), Connecting Histories of Education. Transnational and Cross-Cultural Exchanges in (Post) Colonial Education, New York/Oxford: Berghahn Books, 2014.Droux Jo&#235;lle, Hofstetter Rita (dir.), Globalisation des mondes de l&#8217;&#233;ducation. Circulations, connexions, r&#233;fractions, XIXe-XXe si&#232;cles, Rennes&#160;: Presses universitaires de Rennes, 2015.&#160;Iriye Akira, Cultural Internationalism and World Order, Baltimore: Johns Hopkins University Press, 1997.Kott Sandrine, &#171;&#160;Par-del&#224; la guerre froide. Les organisations internationales et les circulations Est-Ouest (1947-1973)&#160;&#187;, Vingti&#232;me Si&#232;cle. Revue d&#8217;histoire, 2011/1 n&#176; 109, pp. 142-154.Matasci Damiano, Jer&#243;nimo Bandeira Miguel, Dores Gon&#231;alves Hugo (eds.), Education and Development in Colonial and Postcolonial Africa. Policies, Paradigms, and Entanglements (1890s-1980s), London/New York: Palgrave Macmillan, 2020.Pons&#160;Silvio,&#160;The Global Revolution : A History of International Communism, 1917-1991, Oxford: Oxford University Press, 2014.&#160;Rupprecht&#160;Tobias,&#160;Soviet Internationalism after Stalin. Interaction and Exchange between the USSR and Latin America during the Cold War, Cambridge: Cambridge University Press, 2015.Sluga&#160;Glenda, Clavin&#160;Patricia&#160;(eds.), Internationalisms: a Twentieth-century History, Cambridge Cambridge University Press, 2017.Steiner-Khamsi Gita (ed.), The Global Politics of Educational Borrowing and Lending, New York: Teachers College Press, 2004.&#160;Tourn&#232;s Ludovic, Scott-Smith Giles (eds.), Global Exchanges. Scholarships and Transnational Circulations in the Modern World, New York/Oxford: Berghahn Books, 2018.&#160;&#160;International Conference, University of Lausanne, June 24-25, 2021ArgumentIn the wake of the recent transnational and global turn in historical research, several studies have focused on the history of internationalisms in the 19th and 20th centuries. One of the pioneers of reflection in this field, Akira Iriye, provides a very broad definition of this concept, including any activity aimed at promoting international cooperation (Cultural Internationalism, 1997). Accordingly, &#8220;internationalism&#8221; can refer both to the expression of an ideal and to a practice rooted in a multitude of fields, thus responding to a wide variety of motivations.Education is certainly a fertile ground that can help us come to grips with the actors, scope, and occasional contrasting logics of this phenomenon. Several researchers have traced its history from its emergence in the 19th century to its institutionalization in the first half of the 20th century. However, not much research has been focused on educational internationalism, as it developed during the Cold War. Yet, this period provides an exceptional framework for understanding the evolution and metamorphosis of the processes of internationalization of knowledge and educational practices, whether in the school sphere or in the extra-curricular environment. Driven by a multitude of national, international, and imperial actors, these are articulated through the ideological confrontation between the blocs of the East and the West, but also through the challenges posed by European integration, decolonization, the emergence of "third worldism" and the attempts to regulate international relations (maintenance of peace and security, etc.). Therefore, the aim of this conference is to lay the foundations for a global history of educational internationalism, tracing its forms, its trajectories (North-South, East-West, South-South), as well as its impact on the political framework and the balance of power determined by the &#8220;global Cold War&#8221;. On the one hand, our ambition is to deepen and to extend recent historiographical reflections which highlighted the porosity of the "Iron Curtain", the ambiguities of the processes of &#8220;Americanization&#8221; and "Sovietization" of Western societies as well as the interactions between the two blocs and the countries of Africa, Asia and Latin America. On the other hand, this meeting also aims at (re)introducing the European paradigm as a key issue in the history of the second half of the 20th century.&#160;We want to bring together contributions from junior or confirmed researchers around three main lines of research:&#160;1. &#8220;Cold War warriors&#8221;? The actors of internationalisms in education&#160;Be they state or non-state actors, international governmental or non-governmental organizations, faith-based, professional, political or activist groups, or youth organizations, philanthropic organizations, missionaries or networks of experts, it is first of all necessary to investigate the role of these actors as transmission belts of practices, values and internationalist standards. This will involve examining their ambitions, revealing their operation, their networking and their occasional surprising links and connections. This first line of research therefore aims to better understand the different manifestations of internationalism, to bring out the various nerve centers where it unfolds and to emphasize the variety of impulses that underlie it (communism, anti-communism, europeanism, pacifism/humanism, liberalism, post-imperialism, etc.).&#160;2. Internationalist educational models and paradigms&#160;What are the educational models and paradigms that are at the heart of internationalist campaigns? To what extent are the different internationalist educational conceptions promoted defined in terms of and in response to other models? How can they coexist, compete or contradict national standards, for example? This second line of research aims to explore differences, but also intersections, entanglements and ideological compromises between different forms of internationalism. It will also examine how the phenomena of transfer, circulation and hybridization have shaped the various school policies put in place from an internationalist perspective (education for peace, human rights, international understanding, Europe, etc.).&#160;3. The instruments, practices, and outcomes of educational internationalisms&#160;What are the instruments and educational materials that can promote circulations and thus make internationalist ambitions a reality? The revision of textbooks, the establishment of international meetings, school and student exchanges; the organization of twinnings, study trips, and school exhibitions; as well as the implementation of development aid policies in countries of the &#8220;Global South&#8221;, are all strategies developed by the actors invested in promoting educational internationalism and/or internationalist principles. The objective of this third line of research is therefore to confront ourselves with the reality of internationalist initiatives in order to assess not only the outcomes, but also the resistance they encounter.&#160;The working languages of the conference will be French and English. Communications expressed in one language will have to be supported and augmented by a simultaneous digital presentation in the other language. The papers of the communications (approximately 6,000 words) will be submitted a few weeks before the start of the event. A collective publication (in English and/or French) is planned.&#160;Keynote lectures will be provided by Rita Hofstetter and Jo&#235;lle Droux (University of Geneva), as well as by Giles Scott-Smith (Leiden University).The transport and accommodation of participants will be taken care of, fully or partially, depending on the results of the grant applications. Priority will be given to young researchers.&#160;Submission terms and schedule&#160;September 15, 2020: Please send proposalsto the following addresses: Raphaelle.RuppenCoutaz@unil.ch, Damiano.Matasci@unige.ch&#160;Abstracts (300 words max. in word or pdf files) will include a title, a specific issue, a bibliography (5 references max.) and a short bio-bibliographic notice (15 lines max.).&#160;December 2020: Acceptance notifications after a selection process conducted with the help of members of the Scientific Committee.&#160;June 11, 2021: Papers (6,000 words) will be shared amongst colleagues attending the conference.&#160;June 24-25, 2021: International conference on the campus of the University of Lausanne.&#160;September 15, 2021: Final version of the papers for publication.Organized by Rapha&#235;lle Ruppen Coutaz (University of Lausanne) and Damiano Matasci (University of Geneva)&#160;Scientific CommitteeSandra Bott (University of Lausanne);Olivier Dard (Sorbonne University);Jo&#235;lle&#160; Droux (University of Geneva);Matthieu Gillabert (University of Fribourg);Charles Heimberg (University of Geneva);Rita Hofstetter (University of Geneva);Miguel Bandeira Jer&#243;nimo (University of Coimbra);Sandrine Kott (University of Geneva);Angela Romano (European University&#160; Institute);St&#233;phanie Roulin (University of Fribourg);Xavier Riondet (University of Lorraine);Nadine Ritzer (Pedagogische Hochschule Bern);Janick Schaufelbuehl (University of Lausanne);Giles Scott-Smith (Leiden University);Ludovic Tourn&#232;s (University of Geneva);Fran&#231;ois Vallotton (University of Lausanne).&#160;Selective bibliographyAnceau Eric, Boudon Jacques-Olivier, Dard Olivier (dir.), Histoire des internationales&#160;: Europe, XIXe-XXe si&#232;cles, Paris&#160;: Nouveau Monde &#233;ditions, 2017.&#160;Babiracki Patryk, Jersild Austin (eds.), Socialist Internationalism in the Cold War. Exploring the Second World, London/New York: Palgrave MacMillan, 2016.&#160;Bagchi Barnita, Fuchs Eckhardt, Rousmaniere Kate (eds.), Connecting Histories of Education. Transnational and Cross-Cultural Exchanges in (Post) Colonial Education, New York/Oxford: Berghahn Books, 2014.Droux Jo&#235;lle, Hofstetter Rita (dir.), Globalisation des mondes de l&#8217;&#233;ducation. Circulations, connexions, r&#233;fractions, XIXe-XXe si&#232;cles, Rennes&#160;: Presses universitaires de Rennes, 2015.&#160;Iriye Akira, Cultural Internationalism and World Order, Baltimore: Johns Hopkins University Press, 1997.Kott Sandrine, &#171;&#160;Par-del&#224; la guerre froide. Les organisations internationales et les circulations Est-Ouest (1947-1973)&#160;&#187;, Vingti&#232;me Si&#232;cle. Revue d&#8217;histoire, 2011/1 n&#176; 109, pp. 142-154.Matasci Damiano, Jer&#243;nimo Bandeira Miguel, Dores Gon&#231;alves Hugo (eds.), Education and Development in Colonial and Postcolonial Africa. Policies, Paradigms, and Entanglements (1890s-1980s), London/New York: Palgrave Macmillan, 2020.Pons&#160;Silvio,&#160;The Global Revolution : A History of International Communism, 1917-1991, Oxford: Oxford University Press, 2014.&#160;Rupprecht&#160;Tobias,&#160;Soviet Internationalism after Stalin. Interaction and Exchange between the USSR and Latin America during the Cold War, Cambridge: Cambridge University Press, 2015.Sluga&#160;Glenda, Clavin&#160;Patricia&#160;(eds.), Internationalisms: a Twentieth-century History, Cambridge Cambridge University Press, 2017.Steiner-Khamsi Gita (ed.), The Global Politics of Educational Borrowing and Lending, New York: Teachers College Press, 2004.&#160;Tourn&#232;s Ludovic, Scott-Smith Giles (eds.), Global Exchanges. Scholarships and Transnational Circulations in the Modern World, New York/Oxford: Berghahn Books, 2018.&#160;&#160;