Klaus Dittrich
is assistant professor at the Education University of Hong Kong. After studying in Leipzig, Kraków, Lyon, and Portsmouth, he held positions in Seoul and Luxembourg. His research takes the modern history of education as a lens to understand broader social and cultural developments. Embracing transnational and global approaches, his expertise covers both Europe and East Asia. He has published in the Korean Journal of German Studies, Revista História da Educação, Paedagogica Historica, Acta Koreana, Itinerario, Revue germanique internationale, and Zeitschrift für Unternehmensgeschichte. His monograph Education at World Exhibitions during the Second Half of the Nineteenth Century: Experts Going Transnational is forthcoming from Palgrave Macmillan.
Irma Hadzalic
was a postdoc at the Luxembourg Centre for Contemporary and Digital History (C2DH) at the University of Luxembourg and currently works at the Luxembourg Red Cross. Her dissertation, entitled “Transatlantic Iron Corpornations: The Expansion of Luxembourg’s Steel Industry to Brazil and the Emergence of Industry-Related Social Welfare in Minas Gerais, ca. 1910–1965,” was part of the fnr-funded famoso project (Part 2) and supervised by Karin Priem. Irma Hadzalic previously studied Romance languages and literature at the University of Sarajevo and sociolinguistics at the University of Luxembourg.
Frederik Herman
has been a lecturer at the School of Education of the University of Applied Sciences and Arts Northwestern Switzerland (fhnw School of Education) since March 2018. He is specializing in the social and cultural history of education, with a strong emphasis on histories of educational mentalities and realities and on socio-cultural and socio-material practices. He completed his doctorate on twentieth-century school culture at the University of Leuven, Belgium, in 2010. Frederik joined the University of Luxembourg as a postdoctoral researcher in March 2013 and was a member of the Institute of Education and Society (InES) and later of the Luxembourg Centre for Contemporary and Digital History (C2DH). His publications have dealt with topics such as school culture and materialities of schooling; psychophysiology, professional orientation, and vocational training; cultural learning, heritage making, and identity construction.
Enric Novella
(MD, MA, PhD) is associate professor of history of science at the University of Valencia, Spain. He is the author of Der junge Foucault und die Psychopathologie (2008), La ciencia del alma (2013), and El discurso psicopatológico de la modernidad (2018), and has also published several articles and essays on the history and philosophy of psychiatry, psychology, and medicine in leading international journals such as Medicine, Health Care and Philosophy, Health Care Analysis, Theoretical Medicine, and Bioethics, History of Psychiatry, Social History of Medicine, and History of the Human Sciences. In 2013 he was a postdoctoral research fellow at the University of Luxembourg as part of the famoso project (Part 1) coordinated by Karin Priem.
Ira Plein
was a PhD candidate at the Luxembourg Centre for Contemporary and Digital History (C2DH) at the University of Luxembourg, in joint supervision with the University of Trier (Department of Art History), Germany. Since October 2014, she has been collaborating on the fnr-funded famoso project (Part 2). She studied art history and media studies at the University of Trier, where she received her master’s degree in 2013. Her dissertation entitled “Propaganda für Stahl und Nation. Bilder und Gegenbilder zum wirtschaftlichen und sozialen Fortschritt in luxemburgischen Medien der Zwischenkriegszeit” (Propaganda for steel and nation: Images and counterimages on economic and social progress in the Luxembourg media during the interwar period) was part of the fnr-funded famoso project (Part 2).
Françoise Poos
is an independent researcher and curator. She holds a PhD in visual culture, and she investigates the areas of photography, archives, memory, and identity. She has been working on the famoso project (Part 2) from 2014 until 2017, focusing on an archive of glass plate negatives and positives documenting the steel industry in Luxembourg and its corporate welfare institutions in the first half of the twentieth century. Her research resulted in the exhibition La Forge d’une société moderne: Photographie et communication d’entreprise à l’ère de l’industrialisation (arbed, 1911–1937)/Forging a Modern Society: Photography and Corporate Communication in the Industrial Age (arbed, 1911–1937) (Centre national de l’audiovisuel [cna], June–December 2017), which she co-curated with Marguy Conzémius from the cna, the partnering cultural institution of the famoso projects, as well as in a publication of the same title, which she co-edited with Marguy Conzémius and Karin Priem.
is associate professor of history of education and head of public history at the Luxembourg Centre for Contemporary and Digital History (C2DH) at the University of Luxembourg. A former president of the German History of Education Research Association (2007–2011), she is currently president of the International Standing Conference for the History of Education (ische). Karin Priem’s research focuses on visual and material history; the history of technology; the European history of humanitarian organizations; and the history of entrepreneurship and social-educational reform. She is editor of the book series Public History from European Perspectives and co-editor of the book series Beiträge zur Historischen Bildungsforschung and Appearances: Studies in Visual Research. Karin also serves as a member of the international scientific board of Pedagogia Oggi and the international advisory board of Paedagogica Historica. Karin Priem was principal investigator of the third-party-funded famoso projects investigating the industrial heritage of Luxembourg.
Angelo Van Gorp
is professor of history of education at the University of Koblenz-Landau, Campus Landau, Germany. By using historical perspectives and methods, his research examines breaks and continuities in the relationships between educational practices and science, and between schools and communities in the period from the late nineteenth to the early twenty-first century. Current lines of scholarship focus on histories of progressive schooling and on the visual representation of schooling and education in documentary film and photography. Special attention goes to processes of appropriation and contexts of migration and race, urbanity, diversity, and poverty.