Teaching Modernization

Óscar J. Martín García is currently a tenure-track researcher at the Complutense University of Madrid, Spain. His research has focused mainly on social movement and democratization studies and international Cold War history. He has authored two monographs, co-edited the collection Machineries of Persuasion: European Soft Power and Public Diplomacy during the Cold War, and published various articles in journals such as Cold War History, International History Review, Contemporary European History and Democratization, among others.

• Chapter 1: Educational Reform, Modernization and Development: A Cold War Transnational ProcessÓscar J. Martín García and Lorenzo Delgado Gómez-EscalonillaChapter 2. U.S. Assistance to Educational Reform in Spain: Soft Power in Exchange for Military BasesLorenzo Delgado Gómez-Escalonilla and Patricia de la Hoz PascuaChapter 3. Forerunners of Change? The Ford Foundation’s Activities in Francoist SpainFrancisco Rodríguez-JiménezChapter 4. Educational Transfer and Local Actors: International Intervention in Spain during the late Franco PeriodMariano González-Delgado and Tamar GrovesChapter 5. Much Ado about Nothing? Lights and Shadows of the World Bank’s Support of Spanish Aspirations to Educational Modernization (1968–1972)David Corrales MoralesChapter 6. US Foreign Policy toward Spanish Students. Youth Diplomacy, Modernization and Educational ReformÓscar J. Martín GarcíaChapter 7. How a Cold War Education Project Backfired: Modernization Theory, the Alliance for Progress and the 1968 Education Reform in El SalvadorHéctor Lindo-FuentesChapter 8. “Passing Through a Critical Moment”: The United States and Brazilian University Reform in the 1960sColin M. SniderChapter 9. Between the Eagle and the Condor: The Ford Foundation and the Modernization of the University of Chile, 1965–1975Fernando QuesadaChapter 10. Between Modernization and University Reform (1957–1973): Technical Assistance from UNESCO to the University of ConcepciónAnabella Abarzúa Cutroni

“Teaching Modernization fills a gap in Cold War scholarship by examining the impact of US modernization theory and developmentalist thinking on educational reform in Hispanic countries. The coherent contributions to this volume, based on thorough research and new archival material, give original accounts of the intricacies of US intellectual, political and financial support for educational reform.” • Tobias Rupprecht, University of Exeter“This interesting study provides an in-depth analysis of educational reform in Spain and Latin America by interpreting educational reform within the wider context of modernization during the 1950s and 1960s. In particular, it traces the efforts of the United States to promote global policies that would lead to economic growth, social stability, and a rejection of communist alternatives.” • Giles Scott-Smith, Leiden University