Boser Hofmann, Lukas
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Boser Hofmann, Lukas
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- PublikationHow 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, Lukas [in: Paedagogica Historica]01A - Beitrag in wissenschaftlicher Zeitschrift
- Publikation“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, Daniel [in: Education, curriculum and nation-building]Heroic 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 Sammelband
- PublikationNational literacies in education(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, Lukas [in: Historical Studies in Education]This 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 - Sammelband
- PublikationEngaging with national literacies in education(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, Lukas; Fox, Stephanie; Boser Hofmann, Lukas [in: National literacies in education. Historical reflections on the nexus of nations, national identity, and education]Although 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 Sammelband
- PublikationThe multiple perspectives on national literacies(Palgrave Macmillan, 2023) Fox, Stephanie; Boser Hofmann, Lukas; Fox, Stephanie; Boser Hofmann, Lukas [in: National literacies in education. Historical reflections on the nexus of nations, national identity, and education]In 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 Sammelband
- PublikationNation-building by education statistics and data(Routledge, 2023) Boser Hofmann, Lukas; Horlacher, Rebekka; Alix, Sébastien Akira; Töhler, Daniel [in: Education, curriculum and nation-building]Survey-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 Sammelband
- PublikationDancing with the “Walking Dead”: Educational-Historical Research on Nation, Nationalism, and Nation States in the 21st Century(15.12.2021) Boser Hofmann, LukasAs for the research on nations and nationalism, there are two observations that can be made. First, in academic discourses, the topics of nation, nationalism, and the nation-state experiencing a revival. This is true for the cultural and social sciences in general, as it is for educational studies. Second, this recent research on nation, nationalism, and nation-states often make use of theories and concepts that are at least several decades old (such as the “civic nationalism” by Renan (1882), the “imagined communities” by Anderson (1983), or the “banal nationalism” by Billig (1995)). And the explicitly educational-historical research that is readily referred to in connection with the study of nation, nationalism, and nation-states is also somewhat older, as the example of Harp (1998) shows. The fact that contemporary research on the nation still and repeatedly refers to these works was recently described by German professor Aleida Assmann as a degeneration "into a zombie discourse." Based on more recent work in the field of nation, nationalism, and nation-state studies this lecture will discuss possibilities of “dancing” with the “Walking Dead”, that is, dealing with the question of how research on nation, nationalism, and nation-states (especially in the field of history of education) becomes unstuck and alive. Acknowledging the concept of “national literacy” for being one such possibility, the lecture will explore alternative, or maybe better, further ways of doing original and up to date research. Thereby, the lecture will explore how concepts such as Billig’s “banal nationalism” or Anderson’s “imagined communities” can be developed further, for instance by adopting concepts that originate in recent “turns” in cultural and social sciences, such as the “linguistic turn”, the “emotional turn”, and the “material turn”.06 - Präsentation
- PublikationKommentar zu Kevser Muratovic, “National Solutions for Imperial Puzzles – Education and Transformation in the Ottoman Empire.”(30.09.2021) Boser Hofmann, Lukas06 - Präsentation
- PublikationFrom Mathematics to Math Eduction, or: From Numbers to Nations(25.03.2021) Boser Hofmann, Lukas06 - Präsentation
- PublikationRezension 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, Lukas [in: Schweizerische Zeitschrift für Bildungswissenschaften]01A - Beitrag in wissenschaftlicher Zeitschrift