Who is who

The speakers:

Hilda Amsing (chair) (Netherlands)

Dr. Hilda Amsing is an assistant professor at the University of Groningen, member of the editorial board of the international journal Paedagogica Historica and head of a teacher training college. She teaches modules on Dutch history of education and curriculum history.

Her PhD dissertation, published in 2002, is about the history of Dutch secondary education 1860–1920 with a focus on the relationship between modern and classical education during this period. Furthermore, she is co-editor of two books on the quality of education and the author of several national and international articles on the history of education.

Veronique Andre de la Porte (Belgium)

Veronique Andre de la Porte studied history at the universities of Antwerp and Rotterdam. Master-thesis: a case-study on slavery in Curacao between 1795 and 1863. More specifically I am researching the treatment of slaves and the difference between law and practice, de iure vs. de facto.

In 2007-2008 she did a research internship with Euroclio, The Hague, The Netherlands. Research for and presentation of workshop for Euroclio’s Annual Conference in Bristol, United Kindom. Theme: Slavery in textbooks. A comparison between the representation of slavery in Dutch and in Antillean and Surinamese textbooks.

In 2008: Europaeum Lecture: Ending Slavery – views from Africa and the Carribbean; Universiteit Leiden, The Netherlands

Lecture Friday 3 April, 10.30 “Unspoken images: slavery in history education.”

Pim den Boer (Netherlands)

Pim den Boer (1950) is chair of European Cultural History at the University of Amsterdam. The history of history teaching is one of his research interests.

Lecture Friday 3 April, 10.00
As title of my lecture I propose "Teaching Europe's history: ideas, identities and identifications".

Karl Catteeuw (Belgium)

Biographical Note
Karl Catteeuw currently works as a coordinator for research and international projects at the Education and Teacher Training Faculty of the Katholieke Hogeschool Brugge-Oostende (KHBO), Belgium. He studied in Leuven, and worked at the History of Education Dept. of the Katholieke Universiteit, first on colonial youth movements, then on tracking down textbooks published in Belgium and finally writing a Ph.D. on wall charts as useable sources for classroom history, especially in primary education.

Lecture Thursday 2 April, 14.00

Tinted History
First of all it’s obvious that there were different kinds of history wall charts, depending on the kind of history: explicitly nationalist, biblical, cultural or other. But when looking at (mainly national) history wall charts, especially as I’ve done for Belgium, there are some remarkable conclusions:

• Legislation, regulation, financial bonuses, loaning systems and inspection had little control on the production, spread and useage of history wall charts. Inspection reports give a rather good idea of what history wall charts there really were, and classroom photographs show how wall charts were often actually wallhangers.
• Wall charts travelled across borders, and they simply got reinterpreted and renamed.
• History wall charts spoke their own grammar, that was linked closely to the grammar of schooling (Tyack & Tobin): lots of battles, but no sweat or blood; lifesize dramas depicted in a static way; history’s chronology frozen in single explicative and colorful scenes. That grammar was international.
• Perhaps the most dramatic find is that the makers of educational material basically had the freedom to interpret national history, so that it’s focus was perhaps less national than intended. They did this not only by hidden messages, but often by simple and obvious compositions and the sheer amount of wall charts they spent on certain periods or subjects. I will demonstrate that through the compositional analysis of wall charts by Edmond Van Offel, a man more known for his painting and poetry than for his wall chart design.

The fact that history wall charts were that ‘tinted’ wasn’t a flaw or disadvantage. Quite to the contrary, it made them a classroom success that last for over a century, and lives on in museums, films, advertisement comics and even fine art.

Jacques Dane (Netherlands)

Jacques Dane studied history at the University of Leiden (the Netherlands), Ph.D at the University of Groningen with a dissertation on Popular reading culture in Dutch Protestant families, 1880-1940. He was director of the Archives of Dutch Psychology & Pedagogics (University of Groningen). His research is on reading culture, history of education and pedagogics.

Since 2007 he is head of collection and research of the National Museum of Education, Rotterdam.

Lecture Thursday 2 April, 11.00

Prof. Dr. Andreas Dörpinghaus

• Studium der Fächer Pädagogik, Germanistik, Philosophie und Geschichte an den Universitäten Duisburg, Düsseldorf und Essen;
• Erstes und Zweites Staatsexamen in den Fächern Pädagogik, Philosophie und Deutsch für die Sekundarstufen I und II;
• Dissertation: mundus pessimismus. Über den philosophischen Pessimismus Arthur Schopenhauers (1997, Prof. Dr. Karl Helmer/Prof. Dr. Wolfgang Fischer); Jahrespreis der Gerhard-Mercator-Universität Duisburg;
• Postdoktoranden-Stipendium (PostDoc) der Deutschen Forschungsgemeinschaft (DFG); Projekt: Ästhetische Wissensformen;
• Habilitation (venia legendi: Allgemeine Pädagogik): Logik der Rhetorik (2000
• Tätigkeiten als wissenschaftlicher Mitarbeiter für Allgemeine Pädagogik an den Universitäten Duisburg und Köln; Lehrbeauftragter der Universität Dortmund
• Hochschuldozent für Allgemeine Pädagogik (seit 2001) am Institut für Berufs- und Weiterbildung der Universität Duisburg-Essen;
• Berufung auf den Lehrstuhl für Allgemeine Erziehungswissenschaft (2007)
  Vertrauensdozent der Stiftung der Deutschen Wirtschaft (sdw)

Opening Lecture Thursday 2 April, 10.30

Susanne Grindel (Germany)

Dr Susanne Grindel is a historian and research fellow at the Georg Eckert Institute for International Textbook Research. She is currently working on representations of colonial pasts in French, English and German history textbooks of the 20th century. Recent publication: Susanne Grindel (ed.), Colonial Pasts in European Textbooks, International Textbook Research 3, 2008.

Dr Susanne Grindel, Georg Eckert Institute for International Textbook Research, Celler Str. 3, D-38114 Braunschweig, e-mail: grindel@gei.de

Lecture Thursday 2 April, 10.30
Images of Europe. The visual construction of identity in 20th century educational media

Concepts of Europe are as diverse as its beholders. For some Europe means progress, humanity and freedom; for others it stands for intolerance, colonialism and genocide. Which images are used to represent certain concepts of Europe is always a statement in the discussion about Europe’s self-understanding.
Educational media such as wall charts or textbooks represent a special framework for images of Europe and their impacts. These media transport authorized knowledge in a condensed and thus highly selective manner, knowledge that is taken to be objective and relevant. Wall charts, just like textbooks, are instruments of political influence, social steering and cultural translation. Images conveyed in these media do not simply mirror people, structures and events but form and reconstruct the ways in which they are perceived as European people, structures and events. These images shape concepts of Europe. They show how Europe understands itself by othering. They transport pre-structured knowledge and generate myths or form collective pasts.
How do these images of Europe influence European identities? Do they preserve competing national identities or do they also foster a common European identity? These questions will be pursued via one of the darkest topics in European history: colonialism. In a similar way to the Holocaust, colonialism seems to be becoming another European site of memory located somewhere between national shame, national grandeur and a future European community of responsibility.
In this sense, images of colonialism transmit representations of Europe and its history. The degree to which educational media adopt the critical discussion of colonial pasts as a European task is indicative for their contribution to a European identity.

Martijn Kleppe (Netherlands)

Martijn Kleppe is a mediahistorian and working on a dissertation about Dutch iconic photographs at the Erasmus University Rotterdam in the Netherlands. He examines History Textbooks to determine which photos of events, persons and processes function as an icon. By interviewing editors and archivists, he tries to determine why these photos have become iconic.

More information can be found at www.fhk.eur.nl/kleppe

Workshop Friday 3 April, 12.00
Visualising the Dutch Canon: A modern Wall Chart

In 2006, a committee presented a list of fifty persons, events and creations that is supposed to form the historical and cultural Canon of The Netherlands. The list was made on behalf of the Dutch Minister of Education, Culture and Science and is meant to show “how The Netherlands evolved into the country we nowadays live in”.

The fifty subjects are called “windows to the past” and are visualised by small icons on a poster that is supposed to hang in every classroom of primary schools, functioning as a modern Wall Chart. The main function of the poster is to “imprint the images and order in the minds of the pupils” and to “stimulate the imagination”.

During this workshop, we will talk about the way this poster was made, why certain images were chosen and how personal memory influences the selection of most of the images. The poster will be compared with historical predecessors and we will discuss the possibilities of using a traditional Wall Chart as a tool to “imprint images” in modern times.

More information about the Canon and the poster can be found at www.entoen.nu

Dzintra Liepina (Latvia)

Dzintra Liepina is a representative of History Teachers Association of Latvia. She has graduated the Faculty of History and Philosophy of Latvian State University as Historian, Teacher of History and Social Sciences, later on she graduated the Department of Pedagogy and Psychology of University of Latvia with a Masters degree in Education. She is a teacher of history and political science at the Natalya Draudzina Gymnasium in Riga, acts also as a teacher trainer and is the author of several publications, teacher guides and teaching aids. Dzintra Liepina has been involved in several projects of EUROCLIO as a local coordinator and expert, is a former Board member of EUROCLIO. In 2006-2007 she was a chair of HTA of Latvia.

Lecture Thursday 2 April, 16.00
The presentation will be devoted to the role of images in history teaching in Latvia. The introduction refers to the main changes in approach to history education after the regaining the independence of Latvia in 1990-s. The first part of presentation illustrates the development in using images in history education in Latvia, but the second deals with opinions on role and didactical quality of images in textbooks and on the wall charts.

Maria del Mar del Pozo Andrès (Spain)

Nationalism, cosmopolitism and education in spain:
A first approach to educational wall charts (1830-1963)

In this article I present the first findings about educational wall charts used in Spain during the XIXth-XXth centuries, a field of research that for the moment is absolutely untouched by Spanish historians of education. My presentation has three parts. In the first one the main features of Spanish nationalism will be discussed. The search for a Spanish identity in relation with the world, the understanding of “cosmopolitism” as a different concept than the one of the “Europeism”, and the educational consequences of these positions will be analysed. In the second part I will present the first results about the use of the wall charts in the Spanish schools, and the different positions of the Spanish pedagogues and schoolteachers about the use of this educational material. Finally, I will study the wall charts as a specific means for the teaching of History and put them in a European perspective, especially in comparison with other educational materials like textbooks.

María del Mar del Pozo Andrés is Associate Professor of Theory and History of Education in the University of Alcalá and Head of its Department of Psycho-pedagogy and Physical Education. In the years 2000-2006 she was Secretary of the Spanish Society of Pedagogy and Deputy Director of the review Bordón. From 2005 she is also Secretary of the Spanish Society for the History of Education. From 2006 she is member of the Executive Committee of the International Standing Conference for the History of Education. Her main lines of research and publications are: the role of education in the building of national identities, urban education, teachers training, reception of international pedagogical movements in Spain, iconography and education, women and education, ethnography of the school, and history of curriculum.

Lecture Thursday 2 April, 14.30

Walter Müller (Germany)

• 1968-1971: Lehramtsstudium an der Pädagogischen Hochschule Nürnberg
• 1971-1975: Promotionsstudium an der Universität Gesamthochschule Duisburg
• 1975-1983: Wiss. Assistent bei Prof. Dr. Wolfgang Fischer, Allgemeine Pädagogik
• 1983-1995: Wissenschaftlicher Mitarbeiter, Schulpädagogik
• 1992: Habilitation
• 1995-1997 Vertretung des C4-Lehrstuhls für Schulpädagogik, Universität Würzburg
• 1998: 2. Staatsexamen für das Lehramt an Volksschulen
• 1998: Berufung auf den Lehrstuhl für Schulpädagogik der Universität Würzburg

Workshop Friday 3 April, 14.30

Ina Katharina Uphoff (Germany)

• 1992-1997: Diplom-Studium der Erziehungswissenschaften an der Gerhard-Mercator-Universität - Gesamthochschule - Duisburg
• 1998-2002: Wissenschaftliche Mitarbeiterin in einem von der "VolkswagenStiftung" geförderten Forschungsprojekt
• 1998-2002: Promotionsstudium an der Bayerischen Julius-Maximilians Universität Würzburg
• 2002-2008: Wissenschaftliche Mitarbeiterin am Lehrstuhl für Schulpädagogik
• Seit Juni 2008: Akademische Rätin am Lehrstuhl für Allgemeine Erziehungswissenschaft

The participating organisations:

Julius-Maximilians-University, Würzburg (Germany)

The University was home to 13 Nobel Prize winners, such as Wilhelm Conrad Roentgen (Nobel Prize in physics for the discovery of x-rays, 1901) and Klaus von Klitzig (Nobel Prize in physics, 1985). The university has 12 different faculties and 70 institutes.
The university was founded in 1582.
The Pedagogical Institutes' research section on wall charts was inaugurated in May 2003. The collection contains about 10,000 original wall charts.

Nationaal Onderwijsmuseum, Rotterdam (The Netherlands)

The museum was founded in 1877, in Amsterdam. After various moves the museum found a new housing in Rotterdam in 1989. The collection of the museum currently contains more than 140,000 items, ranging from wall charts to furniture, schoolbooks and other educational tools. The collection of wall charts includes about 200 Dutch as well as 50 German historical wall charts.

Dansk Skolemuseum, København (Denmark)

The museum was founded in 1887 by Emil Sauter, who was also co-founder of the Danish Teachers Association.

The museum has a collection of more than 1,100 wall charts of which the historical wall charts will be part of the project.