Fundamental Education: UNESCO and American Post-War Modernism
This article examines how the impact of modernism’s reception dominated post-war poetic discourse, and in turn, how the intersection of literary and political interests in the late 1940s resulted in an education platform with a global reach and implications, mainly in the form of non-governmental or...
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| Format: | Article |
| Language: | English |
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Association Française d'Etudes Américaines
2017-01-01
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| Series: | Transatlantica |
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| Online Access: | https://journals.openedition.org/transatlantica/8055 |
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| author | Matthew Chambers |
| author_facet | Matthew Chambers |
| author_sort | Matthew Chambers |
| collection | DOAJ |
| description | This article examines how the impact of modernism’s reception dominated post-war poetic discourse, and in turn, how the intersection of literary and political interests in the late 1940s resulted in an education platform with a global reach and implications, mainly in the form of non-governmental organizations (NGOs), and most notably in the shaping of UNESCO. The rise of literary and cultural NGOs, then, is best viewed in light of an intersection of political and academic interests that institutionalized literary production in the form of humanitarian outreach. The claims for modernism’s liberatory aesthetics were folded into a discourse of cultural freedom that was packaged as an educational imperative for global literacy. I.A. Richards and Archibald MacLeish’s different involvements in UNESCO will be used as case studies to illustrate how one aspect of modernism’s transmutation into a populist progressive political discourse occurred and how they reflected a global structural shift for literary production. |
| format | Article |
| id | doaj-art-41d3358783264d16ac783a7ed4cffab8 |
| institution | Kabale University |
| issn | 1765-2766 |
| language | English |
| publishDate | 2017-01-01 |
| publisher | Association Française d'Etudes Américaines |
| record_format | Article |
| series | Transatlantica |
| spelling | doaj-art-41d3358783264d16ac783a7ed4cffab82025-01-30T10:46:02ZengAssociation Française d'Etudes AméricainesTransatlantica1765-27662017-01-01110.4000/transatlantica.8055Fundamental Education: UNESCO and American Post-War ModernismMatthew ChambersThis article examines how the impact of modernism’s reception dominated post-war poetic discourse, and in turn, how the intersection of literary and political interests in the late 1940s resulted in an education platform with a global reach and implications, mainly in the form of non-governmental organizations (NGOs), and most notably in the shaping of UNESCO. The rise of literary and cultural NGOs, then, is best viewed in light of an intersection of political and academic interests that institutionalized literary production in the form of humanitarian outreach. The claims for modernism’s liberatory aesthetics were folded into a discourse of cultural freedom that was packaged as an educational imperative for global literacy. I.A. Richards and Archibald MacLeish’s different involvements in UNESCO will be used as case studies to illustrate how one aspect of modernism’s transmutation into a populist progressive political discourse occurred and how they reflected a global structural shift for literary production.https://journals.openedition.org/transatlantica/8055educationmodernisminternational relationsNGOUNESCO |
| spellingShingle | Matthew Chambers Fundamental Education: UNESCO and American Post-War Modernism Transatlantica education modernism international relations NGO UNESCO |
| title | Fundamental Education: UNESCO and American Post-War Modernism |
| title_full | Fundamental Education: UNESCO and American Post-War Modernism |
| title_fullStr | Fundamental Education: UNESCO and American Post-War Modernism |
| title_full_unstemmed | Fundamental Education: UNESCO and American Post-War Modernism |
| title_short | Fundamental Education: UNESCO and American Post-War Modernism |
| title_sort | fundamental education unesco and american post war modernism |
| topic | education modernism international relations NGO UNESCO |
| url | https://journals.openedition.org/transatlantica/8055 |
| work_keys_str_mv | AT matthewchambers fundamentaleducationunescoandamericanpostwarmodernism |