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Following the Treaty of Versailles, European nation-states were
faced with the challenge of instilling national loyalty in their
new borderlands, in which fellow citizens often differed
dramatically from one another along religious, linguistic,
cultural, or ethnic lines. Peripheries at the Centre compares the
experiences of schooling in Upper Silesia in Poland and Eupen,
Sankt Vith, and Malmedy in Belgium - border regions detached from
the German Empire after the First World War. It demonstrates how
newly configured countries envisioned borderland schools and
language learning as tools for realizing the imagined peaceful
Europe that underscored the political geography of the interwar
period.
This edited volume increases knowledge about children and young
people living in borderlands, passing through borders and
(de)constructing borders, as well as highlights the potential of
studying how children and young people imagine, act, cross, and
inhabit symbolic and material borders. The study of borders and
borderlands is growing extensively, but the experiences of children
and young people in the turmoil of border changes and border
crossings remain under-researched. Adopting a multidisciplinary
approach, this edited volume has a twofold objective: to increase
knowledge about children and young people living in borderlands,
passing through borders and (de)constructing borders; and to
highlight the potential of studying how children and young people
imagine, act, cross, and inhabit symbolic and material borders,
with the aim of advancing the theoretical and empirical debate
within border studies. The chapters in this book were originally
published as a special issue of the Journal of Borderlands Studies.
This book addresses practices of bordering, debordering and
rebordering on the territory of the former Austro-Hungarian
Monarchy after state borders had been remapped on the negotiation
tables of the Paris Peace Treaties following the First World War.
As life in borderlands did not correspond to the peaceful Europe
articulated in the Paris Treaties, a multitude of (un)foreseen
complications followed the drawing of borders and states. The
chapters in this book include new case studies on the creation,
centralization or peripheralization of border regions, such as
Subcarpathian Rus, Vojvodina, Banat and the Carpathian Mountains;
on border zones such as the Czechoslovakian harbour in Germany; and
on cross-border activities. The book shows how disputes over
national identities and ethnic minorities, as well as other factors
such as the economic consequences of the new state borders,
appeared on the interwar political agenda and coloured the lives of
borderland inhabitants. The contributions demonstrate the practices
of borderland inhabitants in the establishment, functioning,
disorganization or ultimate breakdown of some of the newly created
interwar nation-states. The chapters in this book were originally
published as a special issue of the journal, European Review of
History.
Following the Treaty of Versailles, European nation-states were
faced with the challenge of instilling national loyalty in their
new borderlands, in which fellow citizens often differed
dramatically from one another along religious, linguistic,
cultural, or ethnic lines. Peripheries at the Centre compares the
experiences of schooling in Upper Silesia in Poland and Eupen,
Sankt Vith, and Malmedy in Belgium — border regions detached from
the German Empire after the First World War. It demonstrates how
newly configured countries envisioned borderland schools and
language learning as tools for realizing the imagined peaceful
Europe that underscored the political geography of the interwar
period.
This book provides a comparative analysis of the history of
borderland children during the 20th century. More than their
parents, children were envisioned to play a crucial role in
bringing about a peaceful Europe. The contributions show the
complexity of nationalisation within various spheres of borderland
children's lives and display the dichotomy between nationalist
policies and manifest non-national practices of borderland
children. Despite the different imaginations of East and West that
had influenced peace negotiators after both World Wars, moreover,
borderland children in Western and Central Europe invented
practices that contributed to the creation of a socially cohesive
Europe.
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