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An analysis of the history of primary education in Belgium by Depaepe et al. in 2000 has demonstrated how the idea of “order” structured classroom reality in the course of the nineteenth and twentieth centuries. This “order” is not only visible in the internal organisation of schooling (e.g. division into year classes, a structured timetable, the use of the didactics of teacher-centred instruction), but also in the design of the curriculum. Good behaviour and moral decency were consistently prioritised over “intellectual knowledge”. Very similar paternalising practices – including the cult of order – were transported to the Belgian colony. The implementation of these practices, however, did not go smoothly, because the African context of missionary education was totally different from the Belgian educational context. Precisely as a result of these difficulties, the core characteristics and likewise mistakes of the transported “grammar of educationalisation” become even more apparent. On the basis of a variety of sources, this paper demonstrates that secondary education for boys in the Belgian colony of Congo was founded on the same educational norms and values that characterised nineteenth-century Belgian education. In this respect, order was considered theconditio sine qua nonfor discipline and self-discipline. But, in contrast to what Nikolas Rose has argued, the Foucaultian paradigm – although attractive and interesting – is not imperative in explaining the educational strategy of order. On the contrary, the development of the history of education as a science could benefit from a theoretical framework coming “from within” the discipline. Until today, the history of educational practice has been explained from a history of education perspective only to a limited extent. By exploring the duality of a didactic grammar of schooling, on the one hand, and an educational semantics of moralisation, on the other hand, this paper contributes to the development of a theoretical framework from within the history of education. [ABSTRACT FROM PUBLISHER]

Post-medieval archaeology in Flanders (Belgium) is a comparatively young archaeological discipline, even in an historically important region with centres such as Antwerp, Bruges and Ghent. Originating in the slipstream of Flemish urban archaeology during the 1970s, the discipline has struggled for recognition ever since. As a result of more than 40 years of fieldwork, the material record of early-modern and modern history has changed drastically. Yet post-medieval archaeology has not reached its apogee. A framework with its own methods, teaching, research questions and theoretical approaches is still under construction. This paper aims not only at historiographical analysis of the field, but chiefly at defining a clear framework for positioning post-medieval archaeology in one of the most important regions in early-modern and modern Europe. [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]