Integrating the Cosmopolitan and the Local – The Curricular Construction of Citizens in Luxembourg in the Long Nineteenth Century

in Encounters on Education (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 ▲]

The historian’s métier: A critical engagement with history of education

in Encounters on Education (2014), 15(4),

Del pasado al futuro: Cambio de agendas en la educación docente entre los siglos XIX y XXI

in Encounters on Education (2012), 13

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational ... [more ▼]

The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational organizations, policies, and materials, but also on the manner with which the major actors in the world of education — namely, teachers — were trained. The different ideals and agendas in teacher training reflected the major cultural concerns of each era: in the nineteenth century, this was national uniqueness and supremacy, which, in the post war period, gave way to internationalization and global standardization. These visions were associated with the emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era of nation building, the history of education dominated teacher education. In the context of the Cold War teacher training was aligned with a new internationalist and scientific paradigm. The following chapter discusses these two agendas in teacher education. In the first section we will reconstruct the rise of the history of education as a major subject in nationalist and religiously inspired teacher education in Germany and France. In the second section we will show how this leitmotif in the Cold War era was supplanted by a “cognitive turn” in the training of professional educators. [less ▲]

Stability or stagnation, or why the school is not the way reformers would like.

in Encounters on Education (2008), 9