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This article analyzes national loyalty and identification by examining the language exams administered to minority public officials in Romania in 1934 and 1935. The exams aimed at testing officials' knowledge of the state language, but given the broader political context they were more than a survey of linguistic skills. Examinees were singled out as non-Romanian and subjected to an additional requirement not demanded from their ethnic Romanian colleagues, interpreting the use of the official language as a sign of loyalty. Drawing upon theories of loyalty as a historical concept, the paper analyzes how the particular situation of minority public officials was reflected in these texts and how they created a specific identification for themselves, composed of important elements of their minority ethnicity but also expressing their identification with the state and its modernizing goals as members of a unified, professional public body. The language exams signaled the emergence of a specific category of minority public servants who were part of both the minority group and the middle-class functionaries of the Romanian state. Nationalist public discourse on both sides--Romanian and minority--have denied and erased the history of these hybrid loyalties and identities, but the languages exams help us to recover them. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]