Karen Hulstaert
Biographic Data
| ID | 5906210 |
|---|---|
| NAME | Karen Hulstaert |
| GIVEN NAMES | Karen |
| FAMILY NAME | Hulstaert |
| SIGNATURE | HULSTAERT K |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0003-1330-0259 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
French and the school are one” – the role of French in postcolonial Congolese education: Memories of pupils
French has played a central role in Congolese education since its independence in 1960. Its dominant position at the postcolonial school is subject to controversy on the national and international level. However, the way that pupils themselves have experienced the role of French at school has not been researched so far. This paper investigates the way that pupils from an elitist school in Congo-Kinshasa remember their experiences with the French …
The cult of order: In search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines
An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good …
Demythologising the educational past: An attempt to assess the “power of education” in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders
This keynote consists of two parts. The first part offers some general observations from the past related to the power (and eventual powerlessness) of education. The aim is to create a framework with which the specific case, discussed in the second part, must be interpreted. Furthermore, it is emphasised that almost every pedagogical intervention which harboured the explicit aim of “forming” subjects had in itself a very normative and disciplinar…
French and the school are one” – the role of French in postcolonial Congolese education: Memories of pupils
French has played a central role in Congolese education since its independence in 1960. Its dominant position at the postcolonial school is subject to controversy on the national and international level. However, the way that pupils themselves have experienced the role of French at school has not been researched so far. This paper investigates the way that pupils from an elitist school in Congo-Kinshasa remember their experiences with the French …
The cult of order: In search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines
An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good …
Demythologising the educational past: An attempt to assess the “power of education” in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders
This keynote consists of two parts. The first part offers some general observations from the past related to the power (and eventual powerlessness) of education. The aim is to create a framework with which the specific case, discussed in the second part, must be interpreted. Furthermore, it is emphasised that almost every pedagogical intervention which harboured the explicit aim of “forming” subjects had in itself a very normative and disciplinar…
Demythologising the educational past: An attempt to assess the “power of education” in the Congo (DRC) with a nod to the history of interwar pedagogy in Catholic Flanders
This keynote consists of two parts. The first part offers some general observations from the past related to the power (and eventual powerlessness) of education. The aim is to create a framework with which the specific case, discussed in the second part, must be interpreted. Furthermore, it is emphasised that almost every pedagogical intervention which harboured the explicit aim of “forming” subjects had in itself a very normative and disciplinar…
The cult of order: In search of underlying patterns of the colonial and neo-colonial “grammar of educationalisation” in the Belgian Congo. Exported school rituals and routines
An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good …
French and the school are one” – the role of French in postcolonial Congolese education: Memories of pupils
French has played a central role in Congolese education since its independence in 1960. Its dominant position at the postcolonial school is subject to controversy on the national and international level. However, the way that pupils themselves have experienced the role of French at school has not been researched so far. This paper investigates the way that pupils from an elitist school in Congo-Kinshasa remember their experiences with the French …
Colonialism (3 works) · Sociology (3 works) · Educator Training and Historical Pedagogy (2 works) · Law (2 works) · Law (2 works) · Multilingual Education and Policy (2 works) · Political science (2 works) · Aesthetics (1 works) · Ancient history (1 works) · Archaeology (1 works)