Peripheries at the Centre: Borderland Schooling in Interwar Europe

Following the Treaty of Versailles, European nation-states faced the challenge of instilling national loyalty in their new borderlands, where fellow citizens often differed dramatically from one another along religious, linguistic, cultural, or ethnic lines. The book "Peripheries at the Centre" compares the experiences of schooling in Upper Silesia in Poland and Eupen, Sankt Vith, and Malmedy in Belgium, demonstrating how newly configured countries envisioned borderland schools and language learning as tools for realizing the imagined peaceful Europe of the interwar period.

Format: Paperback / softback
Length: 280 pages
Publication date: 11 August 2023
Publisher: Berghahn Books

Following the Treaty of Versailles, European nation-states faced the daunting task of instilling national loyalty in their newly acquired borderlands, where fellow citizens often exhibited significant differences in religious, linguistic, cultural, or ethnic backgrounds.

Peripheries at the Centre delves into the experiences of schooling in Upper Silesia, located in Poland, and Eupen, Sankt Vith, and Malmedy, situated in Belgium, which were detached from the German Empire after the First World War. Through a comparative analysis, the book explores how these newly configured countries envisioned borderland schools and language learning as crucial tools in realizing the envisioned peaceful Europe that played a significant role in shaping the political geography of the interwar period.

In Upper Silesia, Poland, the post-war landscape was marked by the division of a region that had been part of Germany for centuries. The treaty imposed territorial changes, creating a Polish enclave within Germany's borders. The Polish government sought to establish schools that would promote national identity and loyalty among the newly arrived Polish population.

The schools in Upper Silesia were designed to reflect the cultural and linguistic heritage of the region. Polish was the primary language of instruction, and teachers were recruited from Poland to ensure the preservation of the language and culture. The curriculum also included lessons on Polish history, literature, and art, aimed at instilling a sense of pride and belonging among the students.

In contrast, the border regions in Belgium, such as Eupen, Sankt Vith, and Malmedy, were situated in a more complex geopolitical context. These regions were part of the former German Empire and were divided among Belgium, the Netherlands, and Luxembourg. The Belgian government recognized the importance of promoting national unity and loyalty among the diverse population, which included German-speaking communities as well as French-speaking and Flemish-speaking populations.

To address this challenge, the Belgian government implemented policies that aimed to promote language learning and cultural exchange among the different communities. Schools in these border regions offered bilingual education, where students learned both French and German. Additionally, cultural events and festivals were organized to foster understanding and appreciation of each other's traditions and languages.

The experiences of schooling in Upper Silesia and the border regions in Belgium highlight the complex challenges faced by European nation-states in the aftermath of World War I. While the treaty imposed territorial changes and sought to establish national identities, it also highlighted the need for cultural and linguistic diversity to be celebrated and respected.

Peripheries at the Centre provides valuable insights into the ways in which borderland schools and language learning played a role

In conclusion, Peripheries at the Centre offers a compelling analysis of the experiences of schooling in Upper Silesia and the border regions in Belgium during the interwar period. By comparing the educational policies and practices in these regions, the book sheds light on the complex challenges faced by European nation-states in the aftermath of World War I. 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. The book's insights into the ways in which education can promote national unity and loyalty while also fostering cultural diversity and understanding are valuable for policymakers and educators today.

ISBN-13: 9781800739369