References of "Venken, Machteld 50038615"
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See detailModerator: Digital History
Venken, Machteld UL

Presentation (2022, June 02)

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See detailDiscussant on Film: Occupation and Liberation
Venken, Machteld UL; Kelbecheva, Evelina

Presentation (2022, June 01)

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See detailModerator: Future Development of the Initiative
Venken, Machteld UL

Presentation (2022, May 28)

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See detailDiscussant: Facing Violence: When and Why to Document War Experiences?
Venken, Machteld UL

Presentation (2022, May 27)

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Peer Reviewed
See detailBorderland Child Heterotopias. A Case Study on the Belgian-German Borderlands
Venken, Machteld UL

in Venken, Machteld; Kaisto, Virpi; Brambilla, Chiara (Eds.) Children, Young People and Borders A Multidisciplinary Outlook (2022)

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See detailCreating Public History Master Programs: International Guidelines
Cauvin, Thomas UL; Montt, Maria; Will, Stoutamire et al

E-print/Working paper (2022)

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See detailPresenter: The future of the history of cross-border cooperation
Venken, Machteld UL

Presentation (2022, March 24)

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See detailPresenter: The War in Ukraine and History
Venken, Machteld UL

Presentation (2022, March 16)

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See detailGuest Lecture: Peryferia w Centrum: Szkolnictwo pogranicza w międzywojennej Europie
Venken, Machteld UL

Presentation (2021, December 16)

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See detailTransforming secondary education in the Belgian–German borderlands (1918–1939)
Venken, Machteld UL

in History of Education (2021)

Establishing and implementing rules that would teach pupils to become citizens became a crucial technique for turning those spots on the map of Europe whose sovereignty had shifted after the First World ... [more ▼]

Establishing and implementing rules that would teach pupils to become citizens became a crucial technique for turning those spots on the map of Europe whose sovereignty had shifted after the First World War into lived social spaces. This article uses Arnold Van Gennep’s notion that a shift in social status possesses a spatiality and temporality of its own, in order to analyse how principals of secondary schools negotiated transformation in the Belgian–German borderlands. It asks whether and how they were called on to offer training that would make the borderlands more cohesive with the rest of Belgium in terms of the social origins of pupils and the content of study, and examines the extent to which they were historical actors with room for their own decision-making on creating and abolishing a liminal phase, thereby leading secondary education through its rites of passage. [less ▲]

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See detailPresenter: Peripheries at the Centre. Borderland Schooling in Interwar Europe
Venken, Machteld UL

Scientific Conference (2021, December 03)

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