References of "Schreiber, Catherina 50003046"
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See detail'Wat d'Hemecht as, dat froen s'oft' - Die Konstruktion der Staatsbürger im Luxemburger Naturwissenschaftscurriculum
Schreiber, Catherina UL

in Götz, Margarethe; Vogt, Michaela (Eds.) Schulwissen für und über Kinder (2016)

Detailed reference viewed: 74 (4 UL)
See detail"Kein Jugendlicher darf verloren gehen!" Das Marienthaler Fürsorgeerziehungsheim (1941-1946)
Schreiber, Catherina UL

in Schoellen, Marc (Ed.) Märjendall, Marienthal, Mariendall, Val-Sainte-Marie. Spurensuche in einer vielschichtigen Kulturlandschaft Luxemburgs (2016)

Detailed reference viewed: 47 (5 UL)
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See detailKonsolidierung durch moralisches Entscheidungs- und praktisches Handlungswissen. Pädagogik in und außerhalb der Luxemburger Normalschulen (1845-1958)
Schreiber, Catherina UL

in Hoffmann-Ocon, Andreas; Horlacher, Rebekka (Eds.) Pädagogik und pädagogisches Wissen (2016)

Detailed reference viewed: 30 (3 UL)
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See detailThe construction of 'female citizens': a socio-historical anaylsis of girls' education in Luxembourg
Schreiber, Catherina UL

in Hadjar, Andreas; Krolak, Sabine; Priem, Karin (Eds.) et al Gender and Educational Achievement (2016)

Detailed reference viewed: 46 (9 UL)
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See detailCurriculare Konstruktionen Luxemburger Staatsbürger im 19. und 20. Jahrhundert
Schreiber, Catherina UL

in Hemecht : Zeitschrift für Luxemburger Geschichte = Revue d'Histoire Luxembourgeoise (2016), 68(1), 107-111

Detailed reference viewed: 88 (39 UL)
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See detailMultilinguale Bürger: Welche Geschichte, Bedeutung und Organisationsformen hat(-te) Fremdsprachenunterricht in einer traditionell mehrsprachigen Gesellschaft (am Beispiel Luxemburg)?
Schreiber, Catherina UL

in Doff, Sabine (Ed.) Heterogenität im Fremdsprachenunterricht. Impulse – Rahmenbedingungen – Kernfragen – Perspektiven (2016)

Detailed reference viewed: 74 (10 UL)
See detailProblematizing science as a primary school discipline: Learning from contingencies and diversities
Schreiber, Catherina UL; Siry, Christina UL; Reuter, Bob UL et al

Poster (2015, September 03)

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past ... [more ▼]

This paper puts the idea of a contingent nature of science at its fore, asking what we as researchers can learn from seemingly irreconcilable differences in our approaches and interpretations to past, present and future developments in science education. To do so, we aim to explore the potentials of multi-perspectivity in an academic self-experiment. The idea is to problematize science as a school discipline from different theoretical, disciplinary and methodological standpoints. By taking one concrete example of a Luxembourgian primary school curriculum document, four researchers will independently apply their individual lenses on science as a school discipline. Concretely, the coverage of the hedgehog as a “characteristic animal” in our primary school curriculum will be commented on in historical, sociocultural and pedagogical perspectives. This concrete curricular example is seemingly defined and non disputable as a content theme in primary school science education in Luxembourg, and is also to be found in international curriculum policy documents. Yet a seemingly proven fact can be interpreted in multiple ways, not only to bridge controversies, as it is done so often, but as exploring the differences in a self-reflective manner. Through such multiple interpretations, we are specifically looking for inconsistencies between the four different narratives, instead of focusing on consensual conclusions or firm and consistent patterns. Instead we will follow a multi-layered approach to research in order to undertake a métissage approach to analyzing a component of the science pedagogical practice, allowing the different understandings on the Luxembourgian science curriculum to remain and complement each other in a complex manner. [less ▲]

Detailed reference viewed: 181 (39 UL)
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See detailLas estructuras lingüísticas en un mundo multilingüe y multidisciplinar: las adaptaciones de la enseñanza de idiomas en Luxemburgo a una cultura de Guerra fría.
Schreiber, Catherina UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trayectorieas del desarrollo de los sistemas educativos modernos. Entre lo nacional y lo global (2015)

Detailed reference viewed: 33 (1 UL)
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See detailIntegrating the Cosmopolitan and the Local – The Curricular Construction of Citizens in Luxembourg in the Long Nineteenth Century
Schreiber, Catherina UL

in Encounters on Education = Encuentros sobre Educación = Rencontres sur l’Éducation (2015), 16

During the 19th century new forms of government emerged, understanding themselves explicitly as nation-states. The new definition of the state had to include its members by defining them as citizens, a ... [more ▼]

During the 19th century new forms of government emerged, understanding themselves explicitly as nation-states. The new definition of the state had to include its members by defining them as citizens, a definition which included both equalizing and differentiating aspects. The education system fulfilled a key role in educating these future citizens. While the principal setting was not a national, I intend to show how this national logic shaped constructions of various types of nation-state citizens made through the public school, based on empirical evidence from the Luxembourgian curriculum. In an exemplifying way, the motivation behind the respective changes and continuities will be uncovered, with emphasis on social differentiation in secondary education and a strong regional differentiation in the homebound lower branches of education. [less ▲]

Detailed reference viewed: 53 (14 UL)
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See detailHans-Christian Harten: Himmlers Lehrer. Eine interdisziplinäre Gesamtschau auf das Schulungswesen der SS"
Schreiber, Catherina UL

in IJHE Bildungsgeschichte (2015), (2), 241-243

Detailed reference viewed: 294 (1 UL)
See detailLanguage Structures in a Multilingual and Multidisciplinary World: The Adaptations of Luxembourgian Language Education within a Cold War Culture
Schreiber, Catherina UL

in Tröhler, Daniel; Lenz, Thomas (Eds.) Trajectories in the Development of Modern School Systems.Between the National and the Global (2015)

Detailed reference viewed: 72 (8 UL)
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See detailCurriculum unter Beschuss? Luxemburger Schulreform im Kontest des Ersten Welkrieges
Schreiber, Catherina UL; Gardin, Matias UL; Tröhler, Daniel UL

in Majerus, Benoît; Roemer, Charles; Thommes, Gianna (Eds.) 1914-1918: Guerre(s) au Luxembourg - Kriege in Luxemburg (2014)

Sowohl die öffentlichen als auch die innerprofessionellen Diskussionen und die sich daraus ergebenden curricularen Verhandlungen belegen, dass die Schulpolitik in Luxemburg während des Ersten Weltkriegs ... [more ▼]

Sowohl die öffentlichen als auch die innerprofessionellen Diskussionen und die sich daraus ergebenden curricularen Verhandlungen belegen, dass die Schulpolitik in Luxemburg während des Ersten Weltkriegs als ein Mittel zur Konstruktion einer neutralen, pazifistischen, alternativen Realität verstanden wurde, mit Hilfe derer soziale Gegebenheiten und aus dem Krieg resultierende Probleme reguliert werden konnten. Dennoch zeigte die Curriculumspolitik der Nachkriegszeit, dass solche optimistischen Konzeptionen auf Dauer nicht beizubehalten waren. [less ▲]

Detailed reference viewed: 105 (27 UL)
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See detailTomorrow Never Dies. A Socio-Historical Analysis of the Luxembourgish Curriculum
Lenz, Thomas UL; Rohstock, Anne UL; Schreiber, Catherina UL

in Pinar, Bill (Ed.) International Handbook of Curriculum Research (2013)

Detailed reference viewed: 155 (35 UL)
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See detailThe Grand Duchy on the Grand Tour: a historical study of student migration in Luxembourg
Rohstock, Anne UL; Schreiber, Catherina UL

in Paedagogica Historica International Journal of the History of Education (2013), 49(2), 174-193

Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up ... [more ▼]

Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Lux- embourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student gen- erations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social–cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. [less ▲]

Detailed reference viewed: 74 (17 UL)
See detailUm die Ecke ins Exil. Saaremigranten in Luxemburg zwischen 1935 und 1940
Schreiber, Catherina UL

in Saargeschichte|n (2013), (1), 24-30

Detailed reference viewed: 50 (0 UL)
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See detailNetzwerke der Elite. Luxemburger Studentenzirkel als Instrumente der Inklusion und Exklusion
Rohstock, Anne UL; Schreiber, Catherina UL

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2012), (314), 33-35

Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up ... [more ▼]

Since Luxembourg became independent in 1839, practically the entire political, economic and intellectual elite of the country has been socialised abroad. It was only in 2003 that the Grand Duchy set up its own university; before then, young Luxembourgers had to study in foreign countries. Over the past 150 years, Lux- embourg has thus experienced exceptionally lively student migration. This migration is almost unique in Europe; however, academic research has paid little attention to the consequences of the migration experience of whole student gen- erations on Luxembourgish society. The data presented in this paper demonstrate that migration has opened up chances for participation and access to positions of social power, while at the same time the networks of students became an instrument of social exclusion. Thus, the migration experience over the past 150 years not only led to a strong degree of social–cultural cohesion within the national elite; paradoxically, international student mobility has also had deep effects on the preservation of national identity. [less ▲]

Detailed reference viewed: 69 (6 UL)