Session Information
17 SES 11, Impulses for Innovation and their Provocations: Historical Analytics from Latin America, Asia, and Europe
Symposium
Contribution
The Post-War-period brought European educational policies fostering creativity and innovation, a trend with a twofold character: On one side considered as promoting innovative potential of deprived students, educational policies of scientification have spread over Europe, claiming to be of more social justice and overcome social and cultural bias. On the other side, the same scientification policies include strategies of differentiation. This twofold character will be object of the historical study of the Luxembourgian Curriculum, drawing on nationalism theories like Anderson's imagined communities, combined with Foucauldian notions of governmentality and Wittgenstein's family resemblance. The stratification of this school system is rooted in a differentiation understood as necessary for Luxembourg’s autarchy: Set up on a small territory between two big neighbours, Luxembourg was continuously anxious about its independence. It were the industrial innovations that provided Luxembourg with internationally competitive economic branches; innovation therefore was important part of the highly differentiated citizenship education, where every student was educated for his later position, determined after local, professional, social and gender aspects. Scientification debates didn’t erase but adapt this differentiation. Three phases (1878-1896, 1916-1929, 1960-1974) will be analyzed, based on sources like official gazettes, conference reports, drafts of syllabi, school programs, teachers’ journals and newspapers.
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