Boser Hofmann, Lukas

Profilbild
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Boser Hofmann
Vorname
Lukas
Name
Boser Hofmann, Lukas

Filter

2012 - 2019332020 - 202316
Filter zurücksetzen

Einstellungen

Institut: Institut Primarstufe × Thema: 370 - Erziehung, Schul- und Bildungswesen ×

Suchergebnisse

Gerade angezeigt 1 - 10 von 49
  • Vorschaubild nicht verfügbar
    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
  • Vorschaubild nicht verfügbar
    Publikation
    The 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
  • Vorschaubild nicht verfügbar
    Publikation
    National 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
  • Vorschaubild nicht verfügbar
    Publikation
    Engaging 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
  • Vorschaubild nicht verfügbar
    Publikation
    Nation-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
  • Vorschaubild nicht verfügbar
    Publikation
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    Rezension zu The Battle of the Standards von Peter Kramper
    (Klinkhardt, 2021) Boser Hofmann, Lukas [in: Bildungsgeschichte. International Journal for the Historiography of Education]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    06 - Präsentation
  • Vorschaubild
    Publikation
    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, Lukas [in: Schweizerische Zeitschrift für Bildungswissenschaften]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Life Histories
    (Bloomsbury, 10.12.2020) Boser Hofmann, Lukas; Tröhler, Daniel [in: A Cultural History of Education in the Age of Enlightenment]
    In early modern Europe, relatively few people received a formal education, let alone higher education. This was not only due to the lack of schools—actually, schools existed in most cities and in many a rural parish—but mostly because many people left school as soon as they had obtained basic reading and writing skills. The generally low level of formal education led nineteenth- and twentieth-century historians to believe that literacy and numeracy rates in seventeenth- and eighteenth-century Europe were considerably low, especially among the rural population. However, in early modern times, education was not only taught in schools. Noblemen and noble women were taught at home by private tutors, and learned societies, emerging in cities all over Europe, launched prize questions and printed the incoming treatises in order to enlarge their members’ knowledge. They also took measures to enlighten the rural people. City dwellers sent their children to private teachers who advertised to teach the basics of reading, writing, and arithmetic. Farmers taught their children themselves, and for many, self-education was the method of choice to obtain useful knowledge and valuable skills. The biographical sketches of three women and four men presented in this chapter illustrate how those different forms of education and enculturation shaped the lives of people born in Europe in the seventeenth and eighteenth centuries.
    04A - Beitrag Sammelband