School language policy; Language education; Multilingualism; Curriculum; Switzerland; History of education; Nationalism
GiudiciAnja (2019),
Explaining Swiss Language Education Policy, University of Zurich, Zurich.
Giudici Anja, Ruoss Thomas (2018), Zwischen Pädagogik und Revolution. Pädagogische Vorstellungen und Praktiken des schweizerischen Frontismus der 1930er-Jahre, in Imlig Flavian, Manz Karin, Lehmann Lukas (ed.), Springer VS, Wiesbaden, D, 117-131.
Giudici Anja, Manz Karin (2018), Das Programm zur Nationalen Erziehung (1914–1924) oder wie ein forcierter Kulturtransfer politisch scheitert, in
Schweizerische Zeitschrift für Bildungswissenschaften, 40(1), 137-154.
Giudici Anja, Manz Karin (2018), Knabenlernzeiten – Mädchenlernzeiten: gleich, gleicher, ungleich?, in
Schweizerische Zeitschrift für Bildungswissenschaften, 40(3), 603-620.
Giudici Anja, Mueller Sean (ed.) (2017),
Il federalismo Svizzero: attori, strutture, processi, Dadò, Locarno.
GiudiciAnja (2017), Una centralizzazione passata dalla porta di servizio? Il federalismo scolastico: origini, evoluzione e sfide contemporanee, in Giudici Anja, Mueller Sean (ed.), Armando Dadò, Locarno, 193-222.
GiudiciAnja, RonzaRocco W., PiniVerio, Il plurilinguismo svizzero e la sfida dell'inglese, in Pini Verio, Giudici Anja, Ronza Rocco W. (ed.), Dadò, Locarno, 9.
Ronza Rocco W., Giudici Anja, Pini Verio (ed.),
Il plurlinguismo svizzero e la sfida dell'inglese, Armando Dadò, Locarno.
Giudici Anja, Extermann Blaise, Bürgler Beatrice, Masoni Giorgia, Monnier Anne, Tinembart Sylviane, Wrana Daniel, Wer bestimmt die schulische Wissensordnung? Zur Veränderung von Akteurskonstellationen und Wissenspolitiken, in Manz Karin, Criblez Lucien, Hofstetter Rita, Giudici Anja, Schneuwly Bernard (ed.), Chronos, Zurich, --.
No society is virtually monolingual. Therefore, decisions about the languages that are included in or excluded from school curricula have a major and differential impact on individuals and carry major normative societal implications.The school language policies of the nineteenth and twentieth centuries are normally reduced to nationalism. Language curricula are said to be the state’s means of creating the monolingual nationals required to prove its legitimacy. However, the literature advances different understandings of nationalism and different causal mechanisms for explaining how nationalism affects curricula. These explanations may rely on actors’ interests, on actors’ ideas, or on the influence of social, economic, or power structures on the political process. So far, these different theories have always been considered in isolation, and studies seldom discuss whether the theory they advance retains its explanatory power when alternative explanations are also considered.This project aims to fill this gap. It involves comparing the different theories developed to explain school language policies and testing the causal mechanisms that they propose on an ideal 'pathway' case: the officially multilingual and federalist Switzerland. The project therefore asks the following question: What are the underlying reasons for why languages were included in or excluded from the curricula of Swiss public schools from the 1830s to the 1980s?Theoretically, this project aims to refine our understanding of school language policies’ underlying causes and mechanisms, and of the relationship among state-building, nation-building, and education policy more generally. Methodologically, by drawing on the recent advances made in historically informed qualitative case studies and, namely, process tracing, the project develops an original tool for a more theoretically informed and multidisciplinary approach to school language policies and curricula. Empirically, the project takes advantage of the analytical leverage offered by the case of modern multilingual and federalist Switzerland (1830/48-1980) and thereby develops the first systematic historical reconstruction of the modern Swiss state’s school language policies.