Projects per year
Abstract
Recent trends in the historiography of international institutions are occupied with tracing historical impact on national contexts. There is, however, no consensus on how to conduct this type of analysis methodologically. This article examines the methodological challenges arising from this type of research. While a great deal of inspiration can be gathered from contemporary impact assessment studies, substantial conceptual and theoretical development is needed to make the idea of impact operational and feasible in historical studies. It is, we argue, through the focus on impact levels, space and movement that the idea of tracing historical impact becomes a promising research agenda.
Original language | English |
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Journal | European Education |
Volume | 47 |
Issue number | 3 |
Pages (from-to) | 274-288 |
Number of pages | 15 |
ISSN | 1056-4934 |
DOIs | |
Publication status | Published - 3 Sept 2015 |
Event | CESE: Governing Educational Spaces: Knowledge, Teaching, and Learning in Transition - Freiburg, Germany Duration: 10 Jun 2014 → 13 Jun 2014 Conference number: XXVI |
Conference
Conference | CESE |
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Number | XXVI |
Country/Territory | Germany |
City | Freiburg |
Period | 10/06/2014 → 13/06/2014 |
Keywords
- historical method
- International Organizations
- spatial turn
- UNESCO
- impact studies
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- 1 Finished
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Routes of Knowledge: The Global History of UNESCO, 1945-75 (Det Frie Forskningsråd)
01/07/2013 → 01/08/2017
Project: Research