In de loop van de eerste vier decennia van de twintigste eeuw dringt de poëzie vanaf 1880 door in bloemlezingen voor de hoogste klassen van gymnasium en h.b.s. In deze studie worden de overwegingen... Show moreIn de loop van de eerste vier decennia van de twintigste eeuw dringt de poëzie vanaf 1880 door in bloemlezingen voor de hoogste klassen van gymnasium en h.b.s. In deze studie worden de overwegingen om poëzie te bloemlezen en de keuzes die daaruit voortkomen van een vijftal bloemlezers (allen leraren) beschreven. Elk van hen propageert een methodiek om poëzie in de literatuurles te verwerken, van een open, globale kennismaking tot een intensieve analyse van een gedicht. Soms wordt een gedicht van een context voorzien maar doorgaans wordt een gedicht als zelfstandige tekst aangeboden. Naast deze bloemlezers brengt voordrachtskunstenaar Paul Huf ter ondersteuning van het onderwijs op een veertiental grammofoonplaten zijn gesproken bloemlezing. Zijn voordracht kan als voorbeeld dienen. Verder inventariseert deze studie de inhoud van 85 schoolbloemlezingen uit de periode 1898–1941 met in totaal 6758 gedichten van 254 dichters. Uit deze inventarisatie blijkt naast de voorkeur voor dichters uit de eerste jaren vanaf 1880 de vrij snelle popularisatie van anderen in de loop van de jaren 1920, 1930. Bloemlezers volgen op literair-historische gronden keuzes van voorgangers, daarnaast tonen zij een brede persoonlijke keuze. Schoolbloemlezingen representeren de voortgang van de contemporaine poëzieproductie en representeren het belang dat docenten voor de literatuurles hechten aan poëzie. Show less
The corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I... Show moreThe corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I evaluated the relationship between the text, the images, and the educational purpose of various fable authors using 252 visuals, published between 1500 and 2020. Sources include picture books, board games, sheet music, posters, school materials, and even application software. All have in common the aim of pursuing or promoting an educational use of the fables. My research focuses on the role that illustrated fables play in French education.Through a sociological approach that features the concept of médiation littéraire, book history, literary analysis, the study of the layout of the books and intermedial analysis, I conclude that Æsopian fables are used as a social link between generations of French people.They became essential across primary schools in the mid-19th century. Before that, they were mostly intended for socially privileged children whose families could afford a secondary education.Regardless of the century, the illustrations which accompany fables play a role in the text’s adoption across French schools: they participate in the transmission of the genre and other kinds of knowledge Show less
External PhD candidate Annette Jenowein investigated how women have changed the meaning of gender by claiming their place in traditionally male-dominated domains. Her research focuses on the life... Show moreExternal PhD candidate Annette Jenowein investigated how women have changed the meaning of gender by claiming their place in traditionally male-dominated domains. Her research focuses on the life of Charlotte Jacobs: the first woman to establish herself as an independent pharmacist in the Dutch East Indies, a profession that was then regarded as a male profession. Since 1866, when girls were allowed to take the apprentice pharmacist's exam, a woman in the pharmacy was no longer a peculiarity. But when the first woman graduated as a pharmacist in 1881, (male) colleagues openly questioned whether a woman could also manage a busy pharmacy and establish business contacts just as well as a man could. Charlotte Jacobs, sister of Aletta Jacobs (1854-1929) - who was seven years younger and was a doctor and advocate for women's suffrage - managed to run her pharmacy in Batavia for nearly thirty years, all of which she managed exclusively with female assistants. Jenoweins research shows that the entry of women into male domains, such as science and higher professional work, has not only changed the meaning of gender, but has also radically changed the meaning of these institutions. After her death, Charlotte Jacobs earmarked a large part of her assets for a study fund for women and girls who wanted to study at a university but could not pay the costs themselves. This Charlotte Jacobs Study Fund still exists and flourishes and annually supports an average of thirty women and girls who want to study at a Dutch university. Show less
