Nationalization campaigns and teachers’ practices in Belgian–German and Polish–German border regions (1945–1956)

Bibliographic Data

ID11047648
AuthorsMachteld Venken (0000-0002-0358-0827, University of Vienna, corresponding author)
Year2014
Volume42
Issue2
Pages223-241
Publication date2014-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueNationalities Papers (JOURNAL)
Journal identifiersISSN: 0090-5992 • E-ISSN: 1465-3923
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1080/00905992.2013.817386
OpenAlexW2049707332
LanguageEN
Citations received3
References cited5

This contribution looks into nationalization and education in European borderlands in the early post-World War II period. Belonging to Belgium and Poland, respectively, in the interwar years, the Eupen–St. Vith–Malmedy and the East-Upper Silesia regions came under German rule during World War II. Returned to the Belgian and Polish nation-states once the war was over, the regions experienced a pronounced upheaval in the population profile as a result of population transfers and reorientations in education curricula. The aim of these measures was to guarantee the national reliability of borderland inhabitants, with a special role being designated for teachers, who were perceived as crucial in the raising of children as national citizens imbued with certain core values. This contribution compares the methods employed by the authorities in selecting educational personnel for their borderlands, the nationalizing role teachers were to play and the way teachers gave meaning to their professional practices

Ancient history · Archaeology · Curriculum · Economic history · First world war · Geography · German · German population · Interwar period · Meaning (existential · Political science · Population · Sociology · World War II · Central European national history · Demography · European Cultural and National Identity · Historical Geopolitical and Social Dynamics · History · Law · Psychology

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