Fabricating Modern Societies: Industries of Reform as Educational Responses to Societal Challenges (ca. 1880-1930) – Part 2

SCHEME: CORE

CALL: 2013

DOMAIN: SC - Education and Learning

FIRST NAME: Karin

LAST NAME: Priem

INDUSTRY PARTNERSHIP / PPP: No

INDUSTRY / PPP PARTNER:

HOST INSTITUTION: University of Luxembourg

KEYWORDS: ARBED (Aciéries Réunies de Burbach-Eich-Dudelange)Social Reform (Luxembourg and Europe)Non-formal learning and educationChild and youth welfareLife conduct, consumer culture and housingNational heritage and identityArchival and museum processesIntellectual networks

START: 2014-09-01

END: 2017-08-31

WEBSITE: https://www.uni.lu

Submitted Abstract

The present follow-up project (FAMOSO-2) – like FAMOSO – brings into the limelight an as yet largely overseen determinant of industrialized societies’ development, namely: industry-related ‘social’ entrepreneurship and its underlying educational conceptions. The manifold expressions of this kind of entrepreneurship and their transformation, not least through processes of archiving and heritage-making, will be the centre of analysis. In tune with the most advanced ‘new cultural’ approaches in the field of study, the project will thus necessarily involve two interrelated levels of investigation: a ‘historical’ level, aimed at systematic-comprehensive understanding of a broad variety of reforms pursued by captains of industry, which have been termed ‘progressive’ and are assumed to have had an educational quality and purpose; and a ‘historiographical’ level, directed towards a deeper apprehension of the transformation processes involved in the production, selection, inventorisation, preservation, etc. of sources related to the reforms pursued.Concretely, FAMOSO-2’s ¿objective is to:(1) unravel the layers of meaning bestowed upon the remnants of this essentially educational past through archival and museal processes, and tackle the myriad issues involved in them;(2) comprehensively and critically study the following interrelated domains of reform: ¿• life conduct, consumer culture and housing: sales cooperatives, recreation centres for employees, factory dormitories and villages, garden cities, etc.; ¿• child and youth welfare: scouts activities, holiday camps and other outdoor activities;and thereby analyse industrialist reform efforts in these domains as connected to intellectual circles, including networks dealing with such diverse issues as political, religious, economic, social, cultural, international cooperation and feminist concerns.Central hypotheses of FAMOSO-2 – in line with FAMOSO – are the following:• archival and museal processes fundamentally transform remnants of the past like those related to the reform projects analysed here, changing their meaning and thus affecting the memories and histories produced from them;• at the basis of the reform efforts investigated are to be found various and potentially contradictory conceptions of non-formal education, intended to facilitate the integration and stratification of new social groups of (mainly immigrant) workers (but also new professional groups like engineers) into rapidly changing societies through the acquisition of cultural norms, lifestyles, professional skills, etc.; a profound interconnection of intellectual, artistic, economic, entrepreneurial and educational conceptions manifests itself in the reform projects investigated.The two central questions this project wishes to address are: • What changes of meaning do sources related to these projects undergo through archival and museal processes? • What kind of educational conceptions connect the reform initiatives investigated?The project will start from the Luxembourgian steel industry and related intellectual networks, of which it will develop a critical-analytical understanding based on a wide array of sources, not least (audio-)visual ones. As Luxembourg and its industrial-intellectual sphere constituted crossroads of circulating and transforming ideas on social-educational reforms at the heart of Western Europe, the project will then necessarily zoom out and focus on similar initiatives in neighbouring countries in order to trace mutual influences. By incorporating a level of historiographical analysis next to a level of historical analysis, FAMOSO-2 will add a crucial layer of meta-reflection to FAMOSO and tread new paths in educational research.

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