Machteld Venken

Child forced labour: an analysis of ego documents throughout time

This article centralises a unique collection of ego documents created under Communism in which Polish former child forced labourers articulate their war experiences. A comparative analysis of them with recent testimonies reveals that these ego documents offer a more nuanced depiction of Germans and display richer information on the specific working conditions and daily routine for children than the contemporary ones. A comparative reading of the archival testimonies with their published equivalents shows how the streamlining of a publicly acceptable version of the past under Communism went both ways, that is, at times foregrounding the propaganda content of autobiographical wordings, but also at other moments downplaying this element. The collection increases our understanding of child forced labour experiences during the Second World War, specifically the ways in which children perceived that experience, and offers insights into the negotiated appropriation of Communist ideology at the individual level.

Growing up in the shadow of the Second World War: European perspectives

In this Special Issue, the authors explore the various ways in which the Second World War shaped childrens experiences in the post-war period. They map the multifaceted interest or non-interest of states all over Europe for children in the years after the war, filter out groups of children who recall that the consequences of the Second World War significantly influenced their childhood, and investigate the childhood policies directed towards them, as well as their childhood experiences and the memories they foster about their childhood. In addition, they have included case studies from Western, Central and Eastern Europe with the aim of sparking a debate as to whether it was only a similar lifecycle that war children in early post-war Europe shared, or if they also had some life experiences in common.

Nationalization campaigns and teachers' practices in Belgian–German and Polish–German border regions (1945–1956)

This contribution looks into nationalization and education in European borderlands in the early post-World War II period. Belonging to Belgium and Poland, respectively, in the interwar years, the Eupen–St. Vith–Malmedy and the East-Upper Silesia regions came under German rule during World War II. Returned to the Belgian and Polish nation-states once the war was over, the regions experienced a pronounced upheaval in the population profile as a result of population transfers and reorientations in education curricula. The aim of these measures was to guarantee the national reliability of borderland inhabitants, with a special role being designated for teachers, who were perceived as crucial in the raising of children as national citizens imbued with certain core values. This contribution compares the methods employed by the authorities in selecting educational personnel for their borderlands, the nationalizing role teachers were to play and the way teachers gave meaning to their professional practices.

‘You Still Live Far from the Motherland, but You Are Her Son, Her Daughter.’ War Memory and Soviet Mental Space (1945–2011)

Before our eyes we have the image of an uncomplicated Soviet person neglected abroad, soaking up the idea of brotherhood and solidarity, a patriot, left behind, wherever he was, in the battle for truth, freedom or peace (…) You still live far from the Motherland, but you are her son, her daughter!