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| Revue internationale d'éducation de Sèvres | |
|---|---|
| Title | Revue internationale d'éducation de Sèvres |
| Discipline | Pedagogy |
| Language | French |
| Publisher | Institut national de recherche pédagogique |
| Country | France |
| History | 1929–present |
| Frequency | Quarterly |
| Issn | 0035-2774 |
Revue internationale d'éducation de Sèvres is a French scholarly periodical founded in 1929 that addressed international pedagogical debates and comparative pedagogy, engaging readers in Parisian, European, and global discussions. The journal linked practitioners and theorists across institutions such as the École normale supérieure, the Sorbonne, the Institut national d'études démographiques, and international organizations like the League of Nations and UNESCO. Over decades it intersected with figures and events including Jean-Jacques Rousseau, Ferdinand Buisson, Maria Montessori, John Dewey, and the postwar conferences in Geneva and Strasbourg.
The journal emerged in the interwar milieu influenced by personalities and institutions such as Ferdinand Buisson, the École normale supérieure, the Collège de France, the League of Nations, and the International Bureau of Education, while debates around figures like Maria Montessori, John Dewey, and Jean Piaget shaped early volumes. During the 1930s and 1940s its pages reflected tensions involving the Spanish Civil War, the Popular Front, the Vichy regime, and postwar reconstruction linked to the United Nations and UNESCO initiatives, appearing alongside discussions of the League of Nations Assembly and the Bretton Woods conferences. In the Cold War era the review engaged Cold War cultural diplomacy debates referencing institutions such as the Council of Europe, the Organisation for European Economic Co-operation, the Ford Foundation, and the Carnegie Endowment, while publishing work responding to Piagetian developmental studies, Montessori pedagogy, and Deweyan pragmatism. From the 1980s onward its editorial line responded to European integration processes exemplified by the Treaty of Maastricht, the Bologna Process, the Council of Europe’s education programs, and comparative studies tied to OECD and World Bank research agendas.
The review covered comparative studies and curricular reform debates involving curricula in France, Germany, Italy, the United Kingdom, the United States, and Scandinavian systems, referencing policymakers and scholars associated with the Ministry of National Education, the Humboldtian tradition, the École des hautes études en sciences sociales, and the Institut de pédagogie. Articles often engaged with theoretical frameworks advanced by Jean Piaget, Lev Vygotsky, Maria Montessori, John Dewey, and Paulo Freire, and empirical studies drawing on methods used by Émile Durkheim, Max Weber, Pierre Bourdieu, and Raymond Aron. Special issues surveyed topics linked to the International Labour Organization, the Council of Europe, UNESCO, WHO, and UNICEF programs, while case studies brought in cities and regions such as Paris, Lyon, Marseille, Berlin, Rome, London, New York, São Paulo, and Tokyo. Reviews and debates incorporated reference points like the University of Paris, the University of Oxford, Harvard University, Columbia University, the Sorbonne, and the École Normale Supérieure.
The editorial board historically included directors and editorial secretaries drawn from institutions such as the Institut national de recherche pédagogique, the École normale supérieure de Saint-Cloud, the Sorbonne, the Collège de France, and regional academies like the Académie de Paris and Académie de Lyon. Governance involved coordination with ministries and agencies including the French Ministry of National Education, UNESCO, the Council of Europe, and national research councils such as CNRS and INSERM for interdisciplinary collaboration. Advisory committees featured scholars connected to Jean-Jacques Rousseau studies, Piagetian laboratories, Dewey circles, Freire networks, and Montessori associations, while external reviewers came from universities including Cambridge, Yale, Princeton, and the University of Geneva.
Published on a quarterly schedule, the journal circulated through academic networks in Paris, Brussels, Geneva, and Montreal and reached subscribers at institutions including the Sorbonne, the British Library, the Library of Congress, the Bibliothèque nationale de France, and university libraries at Oxford, Cambridge, Harvard, and the University of Toronto. Distribution channels connected with book fairs and conferences such as the Salon du Livre, the Frankfurt Book Fair, the Bologna Children's Book Fair, UNESCO General Conferences, and Council of Europe meetings. Over time print circulation was complemented by cataloging in bibliographic services associated with the Bibliothèque nationale de France, the British Library catalogue, WorldCat, and university presses at Cambridge, Oxford, and Princeton.
The journal influenced curricular reforms and teacher training debates referenced in policy documents from the French Ministry of National Education, OECD reports, UNESCO declarations, and Council of Europe recommendations, and it shaped scholarship cited by Pierre Bourdieu, Raymond Aron, Jean Piaget, and Paulo Freire. Reviews and critical reception appeared in periodicals such as Le Monde, Le Figaro, The Times Educational Supplement, The New York Times, and academic journals published by Cambridge University Press, Oxford University Press, and Routledge. Its role in transnational intellectual networks linked it to conferences in Geneva, Strasbourg, Paris, and New York and to projects funded by the Ford Foundation, the Rockefeller Foundation, and the European Commission.
Contributors included scholars and practitioners associated with Jean Piaget, Maria Montessori, John Dewey, Paulo Freire, Pierre Bourdieu, Raymond Aron, Émile Durkheim, Max Weber, and Henri Wallon, as well as policymakers from the French Ministry of National Education, UNESCO, OECD, and the Council of Europe. Landmark articles addressed topics by authors connected to the University of Geneva, the Sorbonne, Harvard University, Columbia University, and the École normale supérieure, and engaged debates involving the Treaty of Versailles era, the Enlightenment tradition of Rousseau, the progressive education movement around Dewey, and liberation pedagogy associated with Freire. Special dossiers featured comparative reports on systems in France, Germany, Italy, the United Kingdom, the United States, Japan, and Brazil, and included contributions from institutions such as the University of Oxford, the London School of Economics, the University of São Paulo, and Kyoto University.
Category:French journals Category:Academic journals established in 1929