Building the German nation. Primary schooling in Alsace-Lorraine, 1870–1918
Bibliographic Data
| ID | 10325456 |
|---|---|
| Authors | Stephen L Harp (University of Akron, corresponding author) |
| Year | 1996 |
| Volume | 32 |
| Issue | sup1 |
| Pages | 197-219 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Paedagogica Historica (JOURNAL) |
| Journal identifiers | ISSN: 0030-9230 • E-ISSN: 1477-674X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00309230.1996.11434865 |
| OpenAlex | W2567258581 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
After 1871, German school administrators attempted, as they put it, to “germanize” the pupils of Alsace-Lorraine. They expected young Alsatians and Lorrainers to learn to be German: that is, to speak German; to learn German history and geography; and eventually to become German citizens like any other.After a brief overview of the historical context of AlsaceLorraine, the essay examines in detail the language of instruction and children's reading skills. It then considers the geography and history lessons which portrayed the national identity local children were supposed to be adopting. Finally, it suggests the long-term impact of German primary schooling on society more generally.Throughout, I argue that primary schools in Alsace-Lorraine had a critical role in building the German nation by helping youngsters to take for granted that they were citizens of the newly united Germany
Aesthetics · Archaeology · Art · Context (archaeology · German · Identity (music · National identity · Political science · Politics · Reading (process · Sociology · Central European national history · European Political History Analysis · Historical Geopolitical and Social Dynamics · History · Law
| Citations per year | 0.12 |
|---|---|
| Citation span | 2009 - 2026 (18) |
| Highly cited | No |