Reference : Transforming secondary education in the Belgian–German borderlands (1918–1939)
Scientific journals : Article
Arts & humanities : History
http://hdl.handle.net/10993/49978
Transforming secondary education in the Belgian–German borderlands (1918–1939)
English
Venken, Machteld mailto [University of Luxembourg > Luxembourg Centre for Contemporary and Digital History (C2DH) > Contemporary History of Luxembourg >]
3-Dec-2021
History of Education
Taylor & Francis
Yes (verified by ORBilu)
International
0046-760X
1464-5130
United Kingdom
[en] secondary education ; belgium ; borderlands
[en] 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.
http://hdl.handle.net/10993/49978
https://www.tandfonline.com/doi/full/10.1080/0046760X.2021.1977856?src=

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