The grand duchy of Luxembourg was created after the Napoleonic Wars, but at the time there was no 'nation' that identified with the emergent state. This book analyses how politicians, scholars and artists have initiated and contributed to nation-building processes in Luxembourg since the nineteenth century, processes that as this book argues are still ongoing. The focus rests on three types of representations of nationhood: a shared past, a common homeland and a national language. History was written so as to justify the country's political independence. Territorial borders shifted meaning, constantly repositioning the national community. The local dialect initially considered German variant was gradually transformed into the 'national language', Luxembourgish.

Fabricating Modern Societies: Education, Bodies, and Minds in the Age of Steel, edited by Karin Priem and Frederik Herman, offers new interdisciplinary and transnational perspectives on the history of industrialization and societal transformation in early twentieth-century Luxembourg. The individual chapters focus on how industrialists addressed a large array of challenges related to industrialization, borrowing and mixing ideas originating in domains such as corporate identity formation, mediatization, scientification, technological innovation, mechanization, capitalism, mass production, medicalization, educationalization, artistic production, and social utopia, while competing with other interest groups who pursued their own goals. The book looks at different focus areas of modernity, and analyzes how humans created, mediated, and interacted with the technospheres of modern societies. Contributors: Klaus Dittrich, Irma Hadzalic, Frederik Herman, Enric Novella, Ira Plein, Françoise Poos, Karin Priem, and Angelo Van Gorp.

The Middle Ages provide important points of reference during the nation-building process in Luxembourg. This book deconstructs the traditional narrative of that period, with its function as a time of national origins and national heroes.

In Melusine’s Footprint: Tracing the Legacy of a Medieval Myth, editors Misty Urban, Deva Kemmis, and Melissa Ridley Elmes offer an invigorating international and interdisciplinary examination of the legendary fairy Melusine. Along with fresh insights into the popular French and German traditions, these essays investigate Melusine’s English, Dutch, Spanish, and Chinese counterparts and explore her roots in philosophy, folklore, and classical myth. Combining approaches from art history, history, alchemy, literature, cultural studies, and medievalism, applying rigorous critical lenses ranging from feminism and comparative literature to film and monster theory, this volume brings Melusine scholarship into the twenty-first century with twenty lively and evocative essays that reassess this powerful figure’s multiple meanings and illuminate her dynamic resonances across cultures and time. Contributors are Anna Casas Aguilar, Jennifer Alberghini, Frederika Bain, Anna-Lisa Baumeister, Albrecht Classen, Chera A. Cole, Tania M. Colwell, Zoë Enstone, Stacey L. Hahn, Deva F. Kemmis, Ana Pairet, Pit Péporté, Simone Pfleger, Caroline Prud’Homme, Melissa Ridley Elmes, Renata Schellenberg, Misty Urban, Angela Jane Weisl, Lydia Zeldenrust, and Zifeng Zhao.

This comprehensive survey of ethnic groups of Europe reveals the dynamic process of ethnic identity and the relationship of ethnic groups to modern states. Part of a five-volume series on ethnic groups around the world, Ethnic Groups of Europe: An Encyclopedia provides detailed descriptions of more than 100 European ethnic and national groups. Each entry provides an overview of the group as well as in-depth information on the group's origins and early history, cultural life, and recent developments. Among the information presented for each group are global and national population figures and accounts of geographical distribution, diaspora populations, the group's historic homeland, predominant religions and languages, and related groups. The entries also highlight places, people, and events of particular importance to each group, and sidebars introduce related topics of interest. Throughout the text, special attention is focused on the relationship between ethnicity and nationalism. An explanation of the methodology used for selecting the ethnic groups in the encyclopedia is also provided, as is an introductory essay on the topic of ethnicity in Europe.

This edited volume examines the experience of World War I of small nations, defined here in terms of their relative weakness vis-à-vis the major actors in European diplomacy, and colonial peripheries, encompassing areas that were subject to colonial rule by European empires and thus located far from the heartland of these empires. The chapters address subject nations within Europe, such as Ireland and Poland; neutral states, such as Sweden and Spain; and overseas colonies like Tunisia, Algeria and German East Africa. By combining analyses of both European and extra-European experiences of war, this collection of essays provides a unique comparative perspective on World War I and points the way towards an integrated history of small nations and colonial peripheries. Contributors are Steven Balbirnie, Gearóid Barry, Jens Boysen, Ingrid Brühwiler, William Buck, AUde Chanson, Enrico Dal Lago, Matias Gardin, Richard Gow, Florian Grafl, Dónal Hassett, Guido Hausmann, Róisín Healy, Conor Morrissey, Michael Neiberg, David Noack, Chris Rominger, Danielle Ross and Christine Strotmann.

This edited volume explores the evolution of history education from a transnational perspective, focusing on border regions in Europe that are considered on the "periphery" of the Nation-State. By introducing this concept and taking into consideration the dynamics of decentralization and the development of minorities’ teaching practices and narratives, the book sheds light on new challenges for history education policy and curriculum design. Chapters take a comparative approach, dissecting and analyzing specific case studies from school systems in France, Germany, Italy, the UK, and Scandinavian countries. In doing so, the editors and their authors weave a systematic account of the impact of local autonomy on educational culture, on the civic remit of schools, and on the narratives embodied by history school canons.

Decolonising Lifelong Learning in the Age of Transnational Migration examines how colonialism has shaped migration and migrants’ transnational learning experiences. With the development of modern transportation and advanced communication technologies, migration has shifted from international to transnational, characterised by the multiple and circular migration across transnational spaces of migrants who maintain close contact with their country of origin. The book interrogates the colonial assumptions and Eurocentric tendencies influencing the current ideological moorings of lifelong learning theories, policies, and practices in the age of transnational migration. It calls for an approach to lifelong learning that aims to decolonise the ideological underpinnings of colonial relations of rule, especially in terms of its racialised privileging of ‘whiteness’ and Eurocentrism as normative processes of knowledge accumulation. This volume cover a wide range of topics, including: • Theorising decolonisation in lifelong learning and transnational migration • Decolonising racism, sexism, and settler colonialism • Decolonising knowledge production and recognition • Decolonising the life course • Decolonising lifelong learning policies • Decolonising pedagogic and curricular approaches to lifelong learning Overall, the chapters represent the collective efforts of the contributors in attempting to decolonise lifelong learning in the age of transnational migration. This book was originally published as a special issue of the International Journal of Lifelong Education.

The 19th century laid the foundations of history, both professional and popular. The authors of this collection compare Britain, the Netherlands, and Belgium, unearthing the ways in which history was conceived and then utilized, usually for nationalistic purposes.

After a period of intense work on national memory cultures, we are observing a growing interest in memory both as a social and an individual practice. Memory studies tend to focus on a particular field of memory processes, namely those connected with war, persecution and expulsion. In this sense, the memory - or rather the trauma - of the Holocaust is paradigmatic for the entire research field. The Holocaust is furthermore increasingly understood as constitutive of a global memory community which transcends national memories and mediates universal values. The present volume diverges from this perspective by dealing also with everyday subjects of memory. This allows for a more complete view of the interdependencies between public and private memory and, more specifically, public and family memory.