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No ordinary collection of tales, this anthology was the result of extensive research that led Shah to conclude that there is a certain basic fund of human fictions which recur again and again throughout the world and never seem to lose their compelling attraction. This special paperback version of World Tales concentrates on the essentials, the text of the stories, and omits the illustrations which were part of a previous edition.
A case study of one of the most important global institutions of cultural policy formation, UNESCO and the Fate of the Literary demonstrates the relationship between such policymaking and transformations in the economy. Focusing on UNESCO's use of books, Sarah Brouillette identifies three phases in the agency's history and explores the literary and cultural programming of each. In the immediate postwar period, healthy economies made possible the funding of an infrastructure in support of a liberal cosmopolitanism and the spread of capitalist democracy. In the decolonizing 1960s and '70s, illiteracy and lack of access to literature were lamented as a "book hunger" in the developing world, and reading was touted as a universal humanizing value to argue for a more balanced communications industry and copyright regime. Most recently, literature has become instrumental in city and nation branding that drive tourism and the heritage industry. Today, the agency largely treats high literature as a commercially self-sustaining product for wealthy aging publics, and fundamental policy reform to address the uneven relations that characterize global intellectual property creation is off the table. UNESCO's literary programming is in this way highly suggestive. A trajectory that might appear to be one of triumphant success—literary tourism and festival programming can be quite lucrative for some people—is also, under a different light, a story of decline.
Standard-setting represents one of the main constitutional functions of UNESCO and an important tool for realizing the goals for which the Organization was created. In addition to conventions and recommendations, the declarations adopted by the General Conference promulgate principles and norms intended to inspire the action of Member States in specific fields of activity. This first of a two-volume work on Standard-setting in UNESCO contains the essays presented at a symposium held on the occasion of its sixtieth anniversary. Topics addressed in Normative Action in Education, Science and Culture include methods of elaboration and implementation; constitutional objectives and legal commitments; international collaboration; and impact. CO-PUBLICATION WITH: UNESCO
The mission UNESCO, as defined just after the end of World War II, is to build 'the defenses of peace in the minds of men'. In this book, historians trace the routes of selected UNESCO mental engineering initiatives from its headquarters in Paris to the member states, to assess UNESCO's global impact.
Established in the aftermath of World War II, UNESCO succinctly states its peace mission as well as its peaceful resolution to peace in its Constitution—constructing the “defenses of peace” in the minds of peoples on the “intellectual and moral” grounds. For more than seven decades, UNESCO has been consistently positioning peace as its unwavering core and ultimate goal through promoting international understanding and cooperation in and across its five major sectors of competence in education, natural sciences, culture, communication and information, and social and human sciences. Historical Dictionary of the United Nations Educational, Scientific and Cultural Organization (UNESCO), Second Edition contains a chronology, an introduction, and an extensive bibliography. The dictionary section has more than 700 cross-referenced entries on UNESCO’s initiatives, programs, projects, normative instruments, and partners over the past 76 years. This book is an excellent resource for students, researchers, and anyone wanting to know more about UNESCO.
The United Nations Educational, Scientific, and Cultural Organization (UNESCO) was established in 1945 with twin aims: to rebuild various institutions of the world destroyed by war, and to promote international understanding and peaceful cooperation among nations. Based on empirical and historical research and with a particular focus on history teaching, international understanding and peace, UNESCO Without Borders offers a new research trajectory for understanding the roles played by UNESCO and other international organizations, as well as the effects of globalization on education. With fifteen chapters by authors from cross-disciplinary and diverse geographical areas, this book assesses the global implications and results of UNESCO’s educational policies and practices. It explores how UNESCO-approved guidelines of textbook revisions and peace initiatives were implemented in member-states, illustrating the existence of both national confrontations with the new worldview promoted by UNESCO, as well as the constraints of international cooperation. This book provides an insightful analysis of UNESCO’s past challenges and also indicates promising future research directions in support of international understanding for peace and cooperation. As such, it will be of key interest to researchers, postgraduate students, academics in the fields of international and comparative education, education politics and policies, and to those interested in the historical study of international organizations and their global impact. The book will also appeal to practitioners, especially those who conduct research on or work in post-conflict societies.
For nearly 70 years, the United Nations Educational, Scientific and Cultural Organization (UNESCO) has played a crucial role in developing policies and recommendations for dealing with intangible cultural heritage. What has been the effect of such sweeping global policies on those actually affected by them? How connected is UNESCO with what is happening every day, on the ground, in local communities? Drawing upon six communities ranging across three continents—from India, South Korea, Malawi, Japan, Macedonia and China—and focusing on festival, ritual, and dance, this volume illuminates the complexities and challenges faced by those who find themselves drawn, in different ways, into UNESCO's orbit. Some struggle to incorporate UNESCO recognition into their own local understanding of tradition; others cope with the fallout of a failed intangible cultural heritage nomination. By exploring locally, by looking outward from the inside, the essays show how a normative policy such as UNESCO's intangible cultural heritage policy can take on specific associations and inflections. A number of the key questions and themes emerge across the case studies and three accompanying commentaries: issues of terminology; power struggles between local, national and international stakeholders; the value of international recognition; and what forces shape selection processes. With examples from around the world, and a balance of local experiences with broader perspectives, this volume provides a unique comparative approach to timely questions of tradition and change in a rapidly globalizing world.