The Making of the Luxembourger. Histories of Schooling and National Identity in the Grand Duchy

Abstract

Since the nineteenth century the modern school not only has become an important arena for the politicians and their different national agendas but also a somewhat distorted mirror of a specific national and regional culture. As the history of the school system is deeply intertwined with the history of the nation state, school histories tend to be written within the framework of a greater national narrative. One possibility to find out what “being Luxembourgish” means is therefore to look at how school history has been written in the Grand Duchy. The authors identified one narrative which altered over time and gives a vivid impression of the changes Luxembourg underwent during its “struggle for identity” in the last 200 years.

Between an Acknowledgment of Immigration and Neglect? Assessing Interculturalism and Media Integration in Luxembourg

“…In the job market, research shows French is a must (Heinz and Fehlen 2016b).The role of languages in shaping Luxembourgish identity should thus be understood within complex and changing political, ideological, historic and economic frameworks. The idea of what means to be a Luxembourger started being shaped namely at school and through the changing narratives of the country's most prominent historians (Peporté et al 2010;Rohstock and Lenz 2011). Language conflates with nationality and nationality with identity, although they should not, according to Trausch, be mutually exclusive: However, it would be inappropriate to make Luxembourgish the sole criterion for Luxembourgish nationality (.…”

Influence of leadership style, training, role of ambiguity on employee performance of higher education of Saudi Arabia (KSA)

“…Over the past few decades, higher education all over the world has developed momentous changes concerning its role and formation (Alshery & Ahmad, 2016;Teichler, 1988;Kelo, Teichler, & Wächter, 2006). In the early twentieth century, higher education was inadequate to a little university outside Europe, North America, and the colonies of Great Britain (Alshery & Ahmad, 2016;Rohstock & Lenz, 2011). Therefore, higher education is measured a space for free examination and the developments of the minds and a very good locus for thought, communication, dealings, and thorough for truth or exchanging idea into concensus (Alshery & Ahmad, 2016;Bagga, Erbe, Murphy, Freid, & Pomrink, 2007).…”