Boser Hofmann, Lukas

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Boser Hofmann
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Lukas
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Boser Hofmann, Lukas

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How the influenza pandemic 1918/19 affected teacher education and schools in several ways. A case study from Switzerland

2023-08-15, Staub, Kaspar, Boser Hofmann, Lukas

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Rezension zu "Der Kalte Krieg in den Schweizer Schulen. Eine kulturgeschichtliche Analyse" von Nadine Ritzer

2021, Boser Hofmann, Lukas

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Rezension zu Lüscher Liselotte: Von der Sekundarschule zur Gesamtschule?

2020, Boser Hofmann, Lukas

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Die Pädagogisierung des ‚guten Lebens‘ in bildungshistorischer Sicht

2018, Boser Hofmann, Lukas, Hofmann, Michèle, De Vincenti, Andrea, Grube, Norbert

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Rezension zu 1918 in Bildung und Erziehung. Traditionen, Transitionen und Visionen herausgegeben von Andrea De V incenti, Norbert Grube und Andreas Hoffmann-Ocon

2021, Boser Hofmann, Lukas

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Rezension zu Surman, Jan: Universities in Imperial Austria 1848–1918

2020, Boser Hofmann, Lukas

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Fraktur or Antiqua in primary schools? The struggle for a unified typeface in German-speaking Switzerland between the mid-nineteenth and early twentieth centuries

2019, Hofmann, Michèle, Boser Hofmann, Lukas, Caruso, Marcelo

In this paper, we analyse the struggle for a unified style of writing in primary schools in the German-speaking part of Switzerland between the 1860s and the first decades of the twentieth century with regard to the contexts in which this struggle was embedded. In the late-nineteenth century, in German-speaking Switzerland, as in other parts of the German-speaking realm, a controversy emerged regarding whether general writing practices (handwriting and print) should adhere to the traditional Gothic script and typefaces called Fraktur or whether such practices should change in favour of the Latin script and typefaces called Antiqua. This controversy was fuelled by economic arguments (Latin script was used in international commerce), scientific arguments (the question of which type- face was “healthier” emerged), and arguments questioning which cultural liaisons should be upheld or even strengthened (Antiqua was identified with Romance and English languages and cultures, whereas Fraktur was identified with German language and culture). In German-speaking Switzerland, as a part of a multilingual country, the latter was particularly important because this question of cultural allegiance was expressed by the basic cultural practice of writing.

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Rezension zu The Battle of the Standards von Peter Kramper

2021, Boser Hofmann, Lukas

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Nations and Numbers: Elementary Mathematics Education as a Nationalizing Tool

2020, Boser Hofmann, Lukas

One of the central elements of the nation-building process in the 19th century was the attempt to homogenize the citizenry, i.e., to fabricate national citizens. Besides the military and church, schools were considered to be the main agencies capable of achieving this national homogenization. In this paper, focusing on the education in Switzerland and France, I argue that elementary mathematics education was also used for this particular purpose. I make the case that throughout the 19th century mathematics education became a way to familiarize the people with a standardized language – a language that was supposed to help them master their specific social, cultural, and political realities.

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Publikation

Introduction: form matters

2019, Boser Hofmann, Lukas, Caruso, Marcelo, Hofmann, Michèle

Writing (and its shape in particular) is given attention in this special issue in order to analyze multi-layered challenges of modern schooling, ranging from pedagogical to ideological and national ones. Focus is given to writing systems (including the aspect of graphic design), writing ideologies, writing practices and the role they play in the complex social construction and representations of national, regional, cultural, and individual identities. The authors contributing to this special issue analyze when and why nations, institutions, or individuals decided or were forced to change writing systems, aiming to elucidate the cultural and educational implications of those reforms. In this vein, the articles included in this special issue also focus on the social, cultural, and historical embeddedness of writing and writing systems, and on the role that education in general and schooling in particular has played in this process.