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Publikation The multiple perspectives on national literacies(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, Lukas; Fox, Stephanie; Boser Hofmann, LukasIn their concluding chapter the editors of this book, Stephanie Fox and Lukas Boser, reflect on the main arguments and key take-aways presented in each of the book’s chapters. Additionally, based on Micheal Billig’s remarks on gap finding, and gap addressing in scientific research, Fox and Boser also ask what new or hitherto ignored research gaps were identified and probably also addressed by the chapters’ authors. Eventually Fox and Boser argue that, although the book’s 15 chapters do not result in an encompassing theory of ‘national literacies,’ this is not to be seen as a failure. In fact, presenting a new theory has never been the editors nor Daniel Tröhler’s main intention. The concept of ‘national literacies,’ as presented by Tröhler in 2018, was meant to spark curiosity that would lead to more thorough, in-depth, and detailed understanding of the historical nexus of education, nations, and nationalism. In this regard, Fox and Boser conclude, the book is a success.04A - Beitrag SammelbandPublikation Engaging with national literacies in education(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, Lukas; Fox, Stephanie; Boser Hofmann, LukasAlthough traditional philosophy of science is mostly individualistic, in this introductory chapter Stephanie Fox and Lukas Boser argue that science in its core is a social endeavor. To prove their claim, they refer to their own book in which eminent educational scientists and up-and-coming young researchers discuss the concept of ‘national literacies’. This concept was proposed by Viennese professor of education Daniel Tröhler in 2018. It derives from Tröhler’s methodological suggestion to analyze ideological languages in order to get empirically sound knowledge about how educational systems all over the world were supposed to make future citizens for modern nation-states. National literacies are not to be mistaken for the literacy rates in a nation-state, but they are the individual’s ability to make sense of symbols, acts, and signs related to a particular nation and thus to live a meaningful life in this nation. In their introduction, Fox and Boser show that analyzing the nexus of nations, nationalism, and education is highly relevant as it is important in order to understand the functioning and the global aspirations of modern Western educational culture, as well as it is important to analyze national thought styles, which affect all science even though most scientists are not aware of it.04A - Beitrag SammelbandPublikation National literacies in education(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, LukasThis edited volume provides an international overview of research on nationalism in education. In light of emerging neo-nationalism and national answers to global challenges, the book contributes to a growing and desperately needed discussion on how we can understand and deal with the involvement of education in phenomena of nations and nationalisms in school, curriculum, theory and research. In this book, internationally renowned scholars as well as doctoral students and postdocs from Asia, Europe, America, and Australia show how the history of education can theoretically and empirically deal with the concept(ion)s of nation and nationalism.03 - SammelbandPublikation How the influenza pandemic 1918/19 affected teacher education and schools in several ways. A case study from Switzerland(Taylor & Francis, 15.08.2023) Staub, Kaspar; Boser Hofmann, Lukas01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Rezension zu 1918 in Bildung und Erziehung. Traditionen, Transitionen und Visionen herausgegeben von Andrea De V incenti, Norbert Grube und Andreas Hoffmann-Ocon(Schweizerische Gesellschaft für Bildungsforschung, 2021) Boser Hofmann, Lukas01A - Beitrag in wissenschaftlicher ZeitschriftPublikation “He loved Teaching and he loved his Students.” The Teaching Profession in the Context of Social Desirability(12.04.2023) Boser Hofmann, LukasThere are many reasons to become a teacher, and there are many reasons to carry on this profession for years (cf. Bieri 2006). The love for children, the trust in the power of education, the belonging to some sort of a ‘corps’ that has a special task, or a calling of some sorts, job security, family tradition, and many other reasons come to mind. Although every individual has his or her own reasons for becoming and being a teacher, those reasons are not purely individual as they are bound to historical and cultural notions of love, trust, belonging, calling, security, tradition, and the like. People in the teaching profession are therefore also confronted with strong social desirability and taboos regarding their job (cf. Hoffmann-Ocon 2020). Although love for their students might be a strong motive for teachers, not every kind of love for children is socially (and legally) acceptable for a teacher at any given time. Social desirability and taboos are often vague, empirically difficult to grasp, and subject to change. Yet, since people are social beings, it might be reasonable to assume that social desirability and taboos have an influence on individual career choices. Therefore, if one wants to know more about people’s motivation to pursue a career in teaching, one should not only focus on their individual reasoning alone. This is where this paper sets in. The underlying hypothesis of this paper is that people’s statements about the reasons to become or to be a teacher do not only describe their individual motivation and feelings but, because those statements are uttered publicly, they also mirror what is socially desired (or acceptable) regarding the teaching profession in a certain context and at a certain time. Based on two types of sources (biographical sketches enclosed in applications for teacher training, and obituaries of passed-away teachers), this paper aims at reconstructing the social desirability attached to the teaching profession in the decade from 1970 to 1980 in Switzerland. The leading research questions of this paper read as follows: Are there patterns of reasoning detectable in the texts under scrutiny which can be attributed to social desirability? What role does the expression of emotions play in this reasoning? If there are such patterns, more questions will follow: Are the patterns of reasoning and/or the expression of emotions the same in the two source corpora? If not, how do they differ? How do the patterns and/or the expression of emotions correspond to the political and social context of the historical period under study? Do the patterns and/or the expression of emotions remain stable throughout the whole decade or are they subject to change?06 - PräsentationPublikation Nation-building by education statistics and data(Routledge, 2023) Boser Hofmann, Lukas; Horlacher, Rebekka; Alix, Sébastien Akira; Töhler, DanielSurvey-generated data and numbers displayed in statistics play a relevant role in nation-building. They do not simply reflect logical or nationally relevant knowledge related to the topic of the survey but are used for educational policy decisions and political governance and follow specific cultural concepts and categories, containing ideologies of social order accordingly. The Swiss example illustrates the importance attached to the “hard facts” during the planning phase of school reforms. The French case shows that the means of getting a statistical picture of the state of French primary education represented an important political gesture to create national awareness and mobilization in support of primary education. The Scottish educational statistics from the 1820s and 1830s show how education not only was used as an identifying feature for the Scottish nation, but also involved the danger of putting this nation at risk. Overall, the chapter illustrates how differently and context-dependently numbers and surveys were used to approach the common goal of strengthening national identity through schooling.04A - Beitrag SammelbandPublikation “The divine fire … burns within them.” National Davids and Goliaths in Swiss, Danish, and Scottish school lessons(Routledge, 2023) Gotling, Nicole; Maricic, Veronica; Boser Hofmann, Lukas; Tröhler, DanielHeroic figures and their exploits are at the heart of national histories. This chapter analyzes the use of the biblical trope of David and Goliath in the depiction of three such heroes—namely William Tell, Niels Ebbesen, and William Wallace—and their respective foes in Swiss, Danish, and Scottish schoolbooks and other school materials. We use these Swiss, Danish, and Scottish cases to argue that the translation of this well-known biblical trope into nationalist discourse was used to create national imaginaries of who “we” are and how “we” differ from “others.” Thus, the case studies are telling examples of how schools help to create and promote national consciousness and national literacies. Moreover, they demonstrate the importance of exploring the role of schools and educational historiography as tools in the nation-building process in order to understand the development and perseverance of national imaginaries.04A - Beitrag SammelbandPublikation Kommentar zu Kevser Muratovic, “National Solutions for Imperial Puzzles – Education and Transformation in the Ottoman Empire.”(30.09.2021) Boser Hofmann, Lukas06 - PräsentationPublikation From Mathematics to Math Eduction, or: From Numbers to Nations(25.03.2021) Boser Hofmann, Lukas06 - Präsentation