Faculty of Language and Literature, Humanities, Arts and Education

faculty FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY report uni.lu/ﬂ shase 2014 // FACULTY REPORT 2014 // FACULTY FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATION OF LANGUAGE AND LITERATURE, FACULTY

> faculty report 2014 > missionOUR he Faculty of Language and Literature, Humanities, Arts and Education Tbrings together expertise from the humanities, social sciences, and human sciences with knowledge from educational scholars, linguists, and cognitive scientists. People from across 20 disciplines are working within the Faculty. Along with the disciplinary approach, a very ambitious interdisciplinary research culture has been developed.

This diversity is also apparent in the breadth of our course offering: three doctoral schools, 15 Master’s and four Bachelor’s programmes give students the opportunity to pursue an internationally oriented academic education. Students prepare for both science and practice in multilingual study environments.

a Faculté des Lettres, des Sciences humaines, des Arts et des Sciences Lde l’Education allie l’expertise des sciences humaines et sociales au savoir des spécialistes en sciences de l’éducation, lettres et sciences cognitives. Ce sont quelque 20 disciplines qui travaillent en sein de la Faculté. En plus de la méthode disciplinaire, une culture très ambitieuse de la recherche interdisciplinaire s’y est développée.

Cette diversité se manifeste aussi dans l’étendue de notre offre: trois écoles doctorales, 15 Masters et quatre Bachelors permettent aux étu- diants de bénéficier d’une formation universitaire à caractère international. Les étudiants se préparent ainsi au monde scientifique et professionnel dans un environnement multilingue.

ie Fakultät für Sprachwissenschaften und Literatur, Geisteswissen- Dschaften, Kunst und Erziehungswissenschaften führt Expertise aus den Geistes-, Sozial- und Humanwissenschaften mit dem Wissen von Er- ziehungs-, Sprach- und Kognitionswissenschaftlern zusammen. Rund 20 Disziplinen arbeiten unter dem Dach der Fakultät. Der Komplexität der For- schungsfelder entsprechend hat sich neben der disziplinären Herangehens- weise eine sehr ambitionierte interdisziplinäre Forschungskultur entwickelt.

Diese Vielfalt zeigt sich auch in der Breite unseres Lehrangebots: drei Doc- toral-Schools, 15 Master- und vier Bachelorstudiengänge ermöglichen den Studierenden eine international ausgerichtete akademische Ausbildung. In mehrsprachigen Studienumgebungen bereiten sich die Studierenden auf den beruflichen Start in Wissenschaft und Praxis vor. table of content >

INTRO 6-9 > CHANCEN UND HERAUSFORDE 27 > STATEMENT RUNGEN DER UNIVERSITÄREN LEHRE ECCS 28-29 > ECCS: LOCAL AND GLOBAL PERSPECTIVES ON EDUCATION 10-14 > FACULTY HIGHLIGHTS

IPSE 30 > HIGHLIGHTS INSTITUT FÜR 15 > STATEMENT GESCHLECHTERFORSCHUNG, DIVERSITÄT UND MIGRATION

IPSE 16-17 > IPSE: CO-OPERATION ACROSS DISCIPLINES INSIDE 31 > HIGHLIGHTS INSTITUTE FOR RESEARCH ON SOCIO- ECONOMIC INEQUALITY ECCS 18 > HIGHLIGHTS INSTITUTE OF APPLIED EDUCATIONAL SCIENCES (AES) IPSE 32 > HIGHLIGHTS INSTITUT D’ETUDES ROMANES; MEDIAS ET ARTS

IPSE 19 > HIGHLIGHTS INSTITUTE FOR HISTORY 33 > STATEMENT

INSIDE 20 > HIGHLIGHTS INSTITUTE FOR RESEARCH 34-35 > RESEARCH PRIORITY IN EDUCATION: RESEARCH ON GENERATIONS DEALING SUCCESSFULLY WITH AND FAMILY MULTILINGUALISM AND DIVERSITY

21 > STATEMENT RESEARCH 36-37 > KEY RESEARCH AREA: MEHRSPRACHIGKEIT UND INTERKULTURELLE STUDIEN. VIELE SPRACHEN, VIELE KULTUREN INSIDE 22-23 > INSIDE: REAPING THE REWARDS

RESEARCH 38-39 > KEY RESEARCH AREA SUSTAINABLE DEVELOPMENT: MAKING THE FUTURE ECCS 24 > HIGHLIGHTS INSTITUTE OF SUSTAINABLE COGNITIVE SCIENCE AND ASSESSMENT (COSA)

40-41 > CAN WE TRAIN OUR BRAIN TO BLOCK PAIN? INSIDE 25 > HIGHLIGHTS INSITUTE FOR RESEARCH AND INNOVATION IN SOCIAL WORK; SOCIAL PEDAGOGY; IPSE 42 > HIGHLIGHTS INSTITUTE OF SOCIAL WELFARE (IRISS) GEOGRAPHY AND SPATIAL PLANNING

IPSE 26 > HIGHLIGHTS INSTITUT FÜR LUXEMBURGISCHE SPRACHE UND LITERATUREN ECCS 43 > HIGHLIGHTS INSTITUTE OF TEACHING 58 > COURSE EVALUATION: PROMOTING THE EDUCATION AND SOCIETY (InES) STUDENT-TEACHER DIALOGUE

44 > STATEMENT 59 > REWARDING EXCELLENCE IN TEACHING: FIRST CONFERMENT OF THE HENNICOT- SCHOEPGES AWARD 45 > STATEMENT

IPSE 60 > HIGHLIGHTS INSTITUTE OF POLITICAL SCIENCE RESEARCH 46-47 > LUXEMBOURG CENTRE FOR EDUCATIONAL TESTING: BUILDING A CENTRE OF EXCELLENCE 61 > STATEMENT

TEACHING 48-49 > A ROUNDED EDUCATION WITH NEW DOCTORAL SCHOOLS ECCS 62 > HIGHLIGHTS INSTITUTE OF TEACHER PROFESSIONALIZATION AND PSYCHOLOGY OF EDUCATION (TPPE) IPSE 50 > HIGHLIGHTS INSTITUTE OF PHILOSOPHY ECCS 63 > INSTITUTE FOR RESEARCH ON MULTILINGUALISM (MLing) 51 > STATEMENT

INSIDE 64 > INSTITUTE OF HEALTH AND BEHAVIOUR ECCS 52 > HIGHLIGHTS INSTITUTE FOR LIFELONG LEARNING AND GUIDANCE 65 > STATEMENT

IPSE 53 > HIGHLIGHTS INSTITUT FUR 66-75 > FACTS & FIGURES DEUTSCHE SPRACHE; LITERATUR UND FUR INTERKULTURALITAT 76 > CONTACT / IMPRINT

54-55 > MASTER IN PSYCHOLOGY: PROVIDING THE TOOLS FOR PSYCHOLOGICAL INTERVENTION

TEACHING 56-57 > WEITERBILDUNG “LËTZEBUERGER SPROOCH A KULTUR”: LUXEM- BURGS SPRACHE UND KULTUR WISSENSCHAFTLICH FUNDIERT VERMITTELN 6 INTRO

> Chancen & Heraus- forderungen der universitären Lehre

nter den Vertretern der lehrenden Zunft Stiefkind der Wissenschaften. Vor allem der Damit ist auch klar, aus welcher Perspektive Ugenießen die Lehrenden an Universitäten deutsche Philosoph und Wissenschaftstheo- Mittelstraß seine Kritik an der Hochschuldi- seit jeher einen besonderen Status. Anders retiker Jürgen Mittelstraß hat sich mit seiner daktik entwickelt: Er bezieht sich auf das be- als ihre Kollegen an den Primar oder Sekun- Streitschrift Vom Elend der Hochschuldidak- kannte Humboldtsche Diktum der Einheit von darschulen, die eine jahrelange und von Be- tik als entschiedener Kritiker einen Namen Forschung und Lehre, weil seines Erachtens rechtigungsprüfungen begleitete Ausbildung gemacht (Mittelstraß 1996). Seines Erach- die Logiken des Forschens und des Lehrens für den Unterricht durchlaufen müssen, dür- tens ist die Hochschuldidaktik das Kind ei- komplementäre Prozesse sind. Die in den ge- fen die Hochschullehrer häufig auch ohne ein ner steckengebliebenen Hochschulreform meinsamen Forschungsprozess eingelassene explizites Wissen über die psychologischen, und insofern lediglich Reparaturdidaktik. Rationalität scheint ihm auch die Rationalität didaktischen und sozialen Voraussetzungen Mittlerweile, so Mittelstraß, drohe die Idee einer Vermittlung zu verbürgen. Gelingende des Lernens ihrem Beruf nachgehen. Zwar der Universität als einer wissenschaftlichen Forschung und gelingende Lehre werden in sind didaktische Qualifikationen bei der Be- Hochschule im Mahlstrom zunehmender Pä- dieser Sichtweise zu zwei Seiten eines identi- rufseinstellung durchaus erwünscht, doch dagogisierungen unterzugehen, was vor allem schen Prozesses. Mittelstraß schreibt: wird in Bewerbungsverfahren in der Regel pri- daran liege, dass hochschuldidaktische Mo- mär auf die wissenschaftliche Vita geschaut. delle meist so wirken, als seien sie aus der Sprachliche (begriffliche) Klarheit, Nach- Als junger Wissenschaftler befindet man sich allgemeinen Schulpraxis in die Universität hi- prüfbarkeit und Begründungspflicht insofern in einem Dilemma. Denn wer seine neinstilisiert. Die Crux der Hochschuldidaktik gehören zu den Prinzipien der Wissen- knappe Zeit in didaktische Weiterbildung in- sei, dass sie sich, selbst wenn sie sich anders schaftlichkeit und der wissenschaftli- vestiert, hat weniger Zeit für seine Publika- zu artikulieren sucht, die Universität nur als chen Forschung. Sie gehören auch zu den tionen und die Pflege seines Impact-Faktors. eine Schule denken kann. Und eine Schule, die Prinzipien einer wissenschaftlich orien- Doch eben dies sind die zentralen Kriterien forscht, d.h. die ihre Lehre aus der Forschung tierten Lehre und eines wissenschaftlich bei der Vergabe von Stellen. entwickelt bzw. entwickeln sollte, sei eben orientierten Lernens. Einer besonderen auch keine normale Schule. Didaktik als Institution oder Fach bedarf Hinzu kommt, dass die Hochschuldidaktik, es dabei nicht. (Mittelstraß 1996, 71) die mit Blick auf die jeweilige disziplinäre Die erstrebenswerte Zukunft der wissen- Verortung ja immer auch eine Fachdidaktik schaftlichen Forschung und Lehre sei insofern Die elegant vorgetragene und intuitiv überzeu- ist, in der Universität selbst auf ein durchaus nicht die Hochschul oder Wissenschaftsdi- gende Kernthese von Mittelstraß, derzufolge geteiltes Echo trifft. Sie ist das ungeliebte daktik, sondern der bessere Wissenschaftler. der exzellente Wissenschaftler eo ipso auch 7 INTRO

„Die größte Herausforderung der uni- versitären Lehre besteht darin, dass die Institution Universität, betrachtet man sie von ihren Gründungsurkunden her, einmal angetreten war, nicht nur Wissen zu vermitteln, sondern eben auch ganzheitlich zu bilden.“

Prof. Dr. Georg Mein DEKAN

ein exzellenter Universitätslehrer sei, deckt Lehrenden an der FLSHASE als außerordent- sich auf verführerische Weise mit der nar- lich gut eingestuft wird. zisstischen Selbstwahrnehmung unseres Be- rufsstandes. Sie bleibt aber dennoch falsch! Doch was heißt didaktische Kompetenz in Sie ist nicht falsch, weil die Forderung nach der universitären Lehre überhaupt? Sicherlich einer Einheit von Forschung und Lehre falsch ist es richtig – hier ist Mittelstraß zuzustim- wäre, sondern sie ist falsch, weil diese Einheit men –, dass man das, was in schulischen Kon- eben nicht von selbst durch die schiere Prä- texten richtig und sinnvoll ist, nicht ohne wei- senz des Wissenschaftlers im universitären teres auf universitäre Lehrveranstaltungen Unterricht eingelöst wird, sondern allererst übertragen kann. Zum einen ist die reale Kon- hergestellt werden muss. Es ist ja keineswegs taktzeit zwischen Professoren und Studenten so, dass überall dort, wo gute Wissenschaft- eine völlig andere als zwischen Lehrern und ler unterrichten, sich automatisch alles zum Schülern; zum anderen ist das zu vermitteln- Besten wendet. Ein kurzer Blick in die Evalua- de Wissen erheblich komplexer und die zur tionsbögen unserer Studenten zeigt, dass es Verfügung stehende Zeit knapp bemessen. ganz offensichtlich deutliche Unterschiede in Schließlich aber ist – anders als in der Schule der Qualität der Lehre gibt und dass sich wis- – der Student selbst in der Pflicht, denn einen senschaftliche Exzellenz auf der einen Seite großen Teil des Lernstoffes muss er sich in und didaktische Kompetenz auf der anderen Heimarbeit alleine oder gemeinsam mit Kom- nicht notwendig decken müssen. Was natür- militonen aneignen. Die Eigenverantwortung lich nicht heißt, dass es so etwas nicht gibt – der Studierenden bleibt eine petitio principii den ambitionierten Forscher, der zugleich ein für jede universitäre, auf Selbständigkeit zie- enthusiastischer und begeisternder Lehrer lende Lehre. ist. Unsere Fakultät kann sich hier besonders glücklich schätzen, denn die Rückmeldungen Wenn von universitärer Lehre die Rede ist, der Studenten zeigen, dass diese nicht nur dann denkt man gemeinhin an Vorlesungen mit der Qualität der Lehre grundsätzlich zu- – idealerweise in holzgetäfelten Hörsälen –, frieden sind, sondern dass eine große Zahl der wo etwas kauzige Professoren auf dem Ka- 8 INTRO

theder hinter dicken Brillengläsern einer tigung einer Universität gerade nicht darin mehr oder minder interessierten Studenten- liegt, das Wissen zu vermitteln, welches er- schar erläutern, was die Welt im Innersten forderlich ist, um zu einer bestimmten Art zusammen hält – der monotone Fluss der des Broterwerbs zu befähigen. Universitäre Rede wird lediglich ab und zu unterbrochen Bildung löst genau dort ihren Anspruch nicht vom Quietschen der Kreide, wenn der Profes- mehr ein, wo sie aufhört, eine allgemeine Bil- sor einen altgriechischen Begriff an die Tafel dung zu sein. (Vgl. Mill 1869, 207f.) schreibt. Auch wenn heutige Professoren in der Regel nicht mehr so kauzig wirken, so Was John Stuart Mill im angelsächsischen hat die universitäre Lehrform der Vorlesung Raum thematisierte, wurde etwa zeitgleich nach wie vor ihre Berechtigung. Und es ist auch im deutschen Sprachraum disku- klar, dass in einer Vorlesung – sowie auch in tiert. Hier führte die Diskrepanz zwischen allen Lehrformen, in denen der Redeanteil der von Wilhelm von Humboldt verfolgten des Dozenten dominiert – die Qualität der klassisch-idealistisch-neuhumanistischen Lehre mit der Fähigkeit des Vortragenden Bildungskonzeption und der bürgerlichen korreliert. Seine Aufgabe ist es, seinen Vor- Standes- und Berufsbildung, wie sie die utili- trag nicht nur informativ und geistreich, son- taristische Staatspädagogik des aufgeklarten dern eben auch lebendig und abwechslungs- Absolutismus vorsah, zu Prioritätskonflikten, reich zu gestalten. Heutzutage spielen dabei die in die Frage mündeten, ob und inwiefern computergestützte Präsentationstechniken bei der Erziehung die Vollkommenheit des sowie die Integration von E-Learning Plat- einzelnen Menschen seiner Brauchbarkeit forms wie Moodle, die den Lehrenden und aufzuopfern sei. Die Vorstellung von Uni- Studierenden völlig neue Möglichkeiten der versität hängt ganz entschieden davon ab, Interaktion eröffnen, eine immer wichtige- wie man diese Frage beantwortet. Die einen re Rolle. Und ja, auch methodische Vielfalt halten die Frage nach der Nützlichkeit akade- schadet universitären Lehrveranstaltungen mischer Bildung für den Tod der Universität. keineswegs. Doch das hochschuldidaktische Die anderen sehen nur dann eine Zukunft der Engagement, vom rhetorisch durchgearbei- Hochschulen, wenn diese gesellschaftliche teten Vortrag, über mediale Präsentations- Nützlichkeitserwartungen kompromisslos techniken, dem Einbezug von E-Learning bedienen. Deshalb seien arbeitsmarktkom- Angeboten bis hin zum Methodenpluralismus patible Qualifikationen zu vermitteln und im muss sich an der Herstellung eben jener Ein- Studium Praxisrelevanz herzustellen. heit von Forschung und Lehre orientieren. Unser Ziel muss es doch sein, den Studie- Nun liegt sicherlich ein Missverständnis in renden nicht nur Basiswissen zu vermitteln, der antagonistischen Gegenüberstellung von sondern sie an die aktuellen Debatten der je- zweckfreier Allgemeinbildung auf der einen weiligen Forschungskontexte heranzuführen und berufsrelevantem Wissen auf der ande- und ihnen auch die Kompetenzen und Stra- ren Seite. Denn natürlich ist auch akademi- tegien an die Hand zu geben, sich in diesen sche Bildung nicht zweckfrei, ebenso wenig Debatten zu positionieren. wie sie nur darauf abzielt, Forscher auszu- bilden. Schon zu Humboldts Zeiten ergriffen Die größte Herausforderung der universitären die Universitätsabsolventen überwiegend Lehre besteht darin, dass die Institution Uni- vergleichsweise profane Berufe. Sie wurden versität, betrachtet man sie von ihren Grün- vornehmlich Pfarrer, Gymnasiallehrer, Ärzte dungsurkunden her, einmal angetreten war, und Verwaltungsbeamte. Dort hatten sie be- nicht nur Wissen zu vermitteln, sondern eben stimmte berufliche Anforderungen zu erfül- auch ganzheitlich zu bilden. John Stuart Mill len. Darauf vorzubereiten war auch damals die etwa führt in seiner Rektoratsrede anlässlich Funktion akademischer Bildung. Ein Universi- seiner Wahl in das Amt des Ehrenpräsidenten tätsstudium ging und geht jedoch davon aus, der schottischen St. Andrews Universität am dass sich seine Absolventen typischerweise in 1. Februar 1867 aus, dass die Daseinsberech- Situationen der Ungewissheit, konkurrieren- 9 INTRO

der Deutungen und Normenkonflikten bewe- tung der Studierenden die durchschnittliche 1952 hat der Sozialphilosoph Max Horkhei- gen werden: Anzahl der Prüfungen im Verlauf eines Re- mer als damaliger Rektor der Frankfurter gelstudiums zum Teil fast verdoppelt. Dem Goethe-Universität in einer Immatrikulations- Geistliche haben es mit Sündern und Ket- Druck ständiger Examinierung ausgesetzt, rede den Studenten ein Ideal von Universität zern zu tun, Richter mit Rechtsbrechern bleibt den Bologna-Studenten in der heu- skizziert, das bis heute seiner Einlösung harrt. und streitenden Parteien, Lehrer mit dem tigen Universität wenig Zeit für interessen- Dieses Ideal kann indes – auch als uneingelös- abweichenden Verhalten des Jugendal- geleitetes oder sogar zweckfreies Vertiefen tes – uns als Maßstab in unserem Bemühen ters, Psychologen mit Patienten, die an von nicht prüfungsrelevanten Fragestellun- dienen, den Bildungsanspruch der Universität ihren neurotischen Infantilismen hängen, gen. Die Studiengänge sind curricular erheb- auch im Zeitalter von Bologna einzulösen: Verwaltungsbeamte mit Bürgern und Poli- lich straffer organisiert, so dass der Blick in tikern, die sich dem bürokratisch Notwen- benachbarte Disziplinen zwar formal möglich [D]ie Universität ist der Ort, an dem die digen nicht fügen wollen, Architekten mit ist, in der Realität jedoch nur selten einge- Erinnerung ans Menschliche bewahrt Bauherrn und deren Idiosynkrasien, Ingeni- löst wird. Kaum ein Student aus den anderen und das Menschliche mit allen Möglich- eure mit Betriebswirten, die ihren kreativen Fakultäten verirrt sich einmal nach Walfer- keiten lebendig erhalten werden soll. Sie Entwürfen mit Kostenargumenten entge- dange, um eine Vorlesung in Geschichte, ist der Ort, an dem die Individuen gebildet gentreten usw. (Lenhardt 2005, 101) Psychologie oder Pädagogik zu besuchen werden, die den Prozeß reflektieren und – und umgekehrt bleibt es eine Ausnahme, mithelfen können, daß er dennoch zum Universitäre Bildung bedeutet demnach, den dass Studierende der Psychologie oder der Guten führt. (...) Es kommt darauf an, Studierenden eine wissenschaftlich fundierte Literaturwissenschaften einmal Vorlesungen dass jeder und jede unter Ihnen auf seine Urteilsfähigkeit und eine explizit darauf grün- der Ökonomen, Juristen oder Ingenieure be- besondere Weise erfährt, dass der Traum dende Handlungsfähigkeit zu vermitteln, die suchen. Jeder weiß es und alle Kollegen an von einem sinnvollen Leben, das eben da- zum Lösen von Problemen befähigt, die wäh- den Universitäten beklagen es, dass die Ein- rum ein glückliches ist, an der Universität rend des Studiums noch gar nicht bekannt führung des Bologna-Systems die Universi- nicht vergeht, sondern sich konkretisiert. sein konnten. (Vgl. Pasternack 2008, 205) täten auf massive Weise verschult hat. (Horkheimer 1953) Eben dies aber kann nur durch eine Orientie- rung an der Forschung gelingen – und genau das ist gemeint, wenn von der Einheit von Forschung und Lehre die Rede ist. Die Kern- kompetenzen, die heute über die sogenannte Employability entscheiden, sind kritisches und analytisches Denkvermögen, Argumenta- tionsfähigkeit, Fähigkeit zu selbstständigem Literatur: Arbeiten und Lernen, Problemlösungs und Entscheidungsfähigkeit, Planungs-, Koor- Bourgeois, Etienne (2002): Zukunftsfor- und Professionen. Wittenberg, S. 92-109. dinations- und Managementkompetenzen. schung zur Entwicklung der Beziehun- – Eben diese Kompetenzen aber decken sich gen zwischen Hochschulausbildung und Mill, John Stuart (1869): Rectorats-Rede auf weiten Strecken mit den Kompetenzen, Forschung mit Blick auf den Europä- (1867). In: Ders.: Gesammelte Werke, Bd. die auch in der modernen Forschung verlangt ischen Forschungsraum. Luxemburg: 1. Leipzig. werden. (Vgl. Bourgeois 2002, 41) Europäische Kommission/Generaldirektion – Forschung. (http://ec.europa.eu/research/ Mittelstraß, Jürgen (1996): Vom Elend der Angesichts solcher Idealvorstellungen von social-sciences/pdf/higher-education-rese- Hochschuldidaktik. In: Brinek, B./Schir- universitärer Lehre stellt sich allerdings die arch-for-era_de.pdf) lbauer, A. (Hg.): Vom Sinn und Unsinn der systemische Frage, wie viel davon im Zeit- – Hochschuldidaktik. Wien, S. 59-76. alter von Bologna an den europäischen Uni- Horkheimer, Max (1953): Gegenwärtige – versitäten überhaupt noch eingelöst werden Probleme der Universität. Frankfurter Pasternack, Peer (2008): Teilweise neblig, kann. Zwar wurde durch die konsekutive Ab- Universitätsreden Heft 8. Frankfurt a.M. überwiegend bewölkt: Ein Wetterbericht folge von Bachelor- und Masterabschluss – zur deutschen Hochschulsteuerung. die Mobilität der Studierenden gefördert, Lenhardt, Gero (2005): Hochschule, Fach- In: Kehm, B. (Hg.): Hochschule im Wandel. was kein kleiner Gewinn ist; doch hat das ku- menschentum und Professionalisierung. Die Universität als Forschungsgegenstand. mulative Studiensystem verbunden mit einer In: Stock, M./Wernet, A. (Hg.): Hochschule Frankfurt a.M., S. 195-206. durchgehenden Quantifizierung der Lernleis- 10 FACULTY HIGHLIGHTS faculty highlights

A new vice dean for the Faculty of Humanities

Christine Schiltz has been appointed vice dean of the Faculty by the rector of the University in October. She works together with the dean and the Faculty council on the strategic development of the Faculty’s teaching and research activities. Christine Schiltz joined the University in 2003 and is a professor in cognitive neuroscience.

She teaches development and cognitive psychology on the Bachelor in Psychology and is a lecturer on the Master of Psychology: Eval- uation and Assessment and at the Doctoral school in Educational Sciences. In 2013 she was appointed head of the Institute of Cog- nitive Science and Assessment (COSA) at the research unit ECCS.

L’Université du Luxembourg devient le partenaire privilégié du Luxembourg Income Study (LIS)

L’Université du Luxembourg a signé, le 26 juin, Les données sont utilisées par des chercheurs un accord officiel (Memorandum of Unders- internationaux pour des projets portant sur tanding) avec le Luxembourg Income Study les inégalités de revenus, la pauvreté, les dis- (LIS) qui prévoit le développement systéma- parités du marché du travail et l’influence des tique des projets de recherche communs et politiques économiques et sociales. la mise en place de programmes d’échange et de formation pour les collaborateurs des deux institutions ainsi qu‘un accès privilégié, aux chercheurs de l’Université du Luxembourg, aux données du LIS.

Le LIS est un centre de données et de recherche en matière de sciences sociales, dont la principale mission est de piloter des analyses socio-économiques. Basé au Luxem- bourg avec une filière au Graduate Center à la City University of New York (USA), le LIS a mis en place deux importantes banques de don- nées regroupant des données pertinentes et harmonisées sur les revenus et la richesse des ménages des pays du monde entier. 11 FACULTY HIGHLIGHTS

Brücken schlagen zwischen Theorie und Praxis

Die Zusammenarbeit zwischen Lehre und xismesse“ einem interessierten Fachpubli- Berufswelt einerseits und Forschung und Be- kum vor. Organisiert wurde der Praxis- und rufswelt anderseits standen am 23. Oktober Kontakttag vom PraxisBüro des Bachelor en im Mittelpunkt des 2. Praxis- und Kontakt- Sciences Sociales et Educatives (BSSE) zur tags der Sozial- und Erziehungswissenschaf- Förderung des Austauschs zwischen Studie- ten. Neben verschiedenen Präsentationen renden und der Berufswelt. Die Studierenden und Workshops, stellten 45 Einrichtungen werden so bestmöglich auf die Herausforde- aus den unterschiedlichsten Bereichen der rungen und Erwartungen des Arbeitsmarkts Sozialen Arbeit ihre Aktivitäten auf der „Pra- vorbereitet.

FNR Auszeichnung für „Herausragende Förderung der Renouvellement de la Chaire de recherche en études Wissenschaftskultur“ für das Herausgeberteam des parlementaires LEARN-Newsletters La Chambre des Députés du Grand-Duché de Luxembourg et l’Univer- Seit 2012 erscheint jährlich im September der LEARN Newsletter, sité du Luxembourg ont signé le 3 novembre une convention pour le des “Learning Expertise And Research Network” der Universität renouvellement de la Chaire de recherche en études parlementaires. Luxemburg. Darin erklärt eine Gruppe von Forschern im Bereich der Kognitionswissenschaften ihre Forschungsprojekte und -ergebnisse La Chaire de recherche en études parlementaires, initiée en 2011, und beantworten möglichst konkrete Fragen zum Thema Lernen und contribue à des activités de recherche, principalement en sciences Lernschwächen. politiques, dans les domaines de la démocratie, de la législation nationale et de la politique comparée en Europe. La Chaire est dirigée Das LEARN Team, bestehend aus Dr. Danielle Hoffmann, Associate par le docteur Philippe Poirier, enseignant-chercheur en sciences po- Prof. Pascale Engel De Abreu, Dr. Caroline Hornung, Prof. Dr. Romain litiques à la Faculté des Sciences humaines. Martin, Prof. Dr. Christine Schiltz, Dr. Anne-Marie Schuller und Dr. Sonja Ugen, wurde prämiert für ihren Verdienst, die Wissenschaft der breiten Öffentlichkeit zugänglich zu machen. Über 700 gedruckte Exemplare des Newsletters werden jährlich an Organisationen und Verbände sowie durch das Bildungsministerium an alle Grund- und Sekundarschulen versandt. In einer luxemburgischen und einer fran- zösischen Version beantwortet der Newsletter möglichst konkrete Fragen zum Thema Lernen und Lernschwächen. 12 FACULTY HIGHLIGHTS

Dies Academicus – Start of the academic year Award-winning publications in the field of education

Yves Mersch, Honorary Professor of the University of Luxembourg, was Lukas Graf from the research unit ECCS received the Ulrich Teichler the keynote speaker at the traditional celebration opening of the new award from the Gesellschaft für Hochschulforschung for his PhD academic year on Friday, 26 September at Campus Kirchberg. In his thesis “The Hybridization of Vocational Training and Higher Educa- speech, he underlined the importance of labour mobility as “a core tion in Austria, Germany, and Switzerland”. Named after the Ger- element of a successful currency union” that will lead “to a better man researcher Ulrich Teichler from the Internationales Zentrum für match between workers’ skills and employers’ demands”. Hochschulforschung in Kassel, the award aims at supporting and encouraging young scientists to engage in higher education research The University’s 10th Dies academicus ended with the Graduation and to raise public awareness on higher education issues. Ceremony of 70 Doctoral students among them 21 students from the Faculty of Humanities. Gert Biesta received the 2014 Outstanding Book Award from the American Educational Research Association (AERA) for his book entitled The Beautiful Risk of Education. Moreover, the article „Persis- tente schulische Segregation oder Wandel zu inklusiven Bildung? Die Bedeutung der UN-Behindertenrechtskonvention für Reformprozesse in den deutschen Bundesländern“, published in the Swiss Journal of Sociology and co-authored by Justin J.W. Powell won the Thyssen Prize for Best Social Science Article in German-language journals.

Kanneruni

„Fragt eure Großeltern alles, was ihr schon Die Kanneruni soll Kinder auf spielerische immer wissen wolltet und stellt das Erzähl- Art und Weise an die Forschung heranfüh- te durch ein Bild, eine Fotokollage oder eine ren, ihnen einen altersgerechten Einblick in Bastelarbeit bildlich dar” – so lautete einer den Ablauf eines Forschungsprojektes geben der Forschungsaufträge an die Teilnehmer und sie für die Wissenschaft begeistern. Ver- der 3. Kanneruni der Universität Luxemburg. antwortlich für Konzeption und Organisation 17 Kinder der „Ecole Fondamentale“ Mamer sind Prof. Dr. Dieter Ferring und Dipl.-Päd. kamen in Begleitung ihrer Lehrerin an meh- Christiane Reuter der Forschungseinheit IN- reren Tagen nach Walferdange, um am Pro- SIDE. Unterstützt werden sie dabei von der jekt „Wohnzimmergeschichten – Histoires de „Mission Culture Scientifique et Technique“ Salon” teilzunehmen. Die Projektergebnisse der Universität. wurden im Juli im Rahmen einer Ausstellung der Öffentlichkeit präsentiert. 13 FACULTY HIGHLIGHTS

Getting ready for the move to Campus Belval

Before the over 400 Faculty members can with a company specialising in records man- pack up their stuff and move into their new agement, the archiving and storage policy offices in the Maison des Sciences Humaines, was devised and the administrative staff a lot of preparations are needed: over the were trained to apply the sorting plan of what summer, the archives containing files, doc- should be kept, thrown away or handed over uments, paperwork, books, learning and re- to the University library or the Archives Na- search material from past decades had to be tionales de Luxembourg. Preparations are sorted out. running according to plan and the Faculty will be ready to move in the summer 2015. To know what to keep and what, not the Fac- ulty called upon external experts. Together

Premières remises de diplômes dans la Maison du Sa- Glückwunsch an unsere Bachelor-Absolventen voir au Campus Belval Traditionell finden vor den Weihnachtsferien an der Fakultät für Les 333 étudiants ayant obtenu leur diplôme de Master en novembre Geisteswissenschaften die Bachelor-Diplomüberreichungen statt. 2014 ont été les tout premiers à avoir été diplômés dans les nou- 184 Bachelor-Studenten der Psychologie, der Sozial- und Erzie- veaux locaux de l’Université du Luxembourg. A cette occasion, 118 hungswissenschaften sowie des Bachelor en Cultures Européennes étudiants en Master de la Faculté des Sciences humaines se sont vu nahmen im festlichen geschmückten Centre Prince Henri in Walfer- remettre leur diplôme. dange im Beisein von Familien und Freunden ihr Diplom entgegen.

Une semaine plus tard, les 83 étudiants du Bachelor en Sciences de l’Education étaient à l’honneur lors de la cérémonie de remise de diplômes de Bachelor dans le spacieux amphithéâtre de la Maison du Savoir. 14 PUBLICATION

Anja Leist received US Award University of Luxembourg researcher Dr Anja Leist as well as Philipp Hessel and Dr Mauri- The Gerontological Society of America (GSA) cio Avendano earned the Kalish Award in the has chosen Madonna Harrington Meyer, PhD, article category for “Do Economic Recessions of Syracuse University; Anja K. Leist, PhD, of During Early and Mid-Adulthood Influence Co- the University of Luxembourg; and Philipp gnitive Function in Older Age?” which appeared Hessel, MA, MSc, and Mauricio Avendano, in the Journal of Epidemiology and Community PhD, of The London School of Economics Health. This paper considers life-course influ- and Political Science as the 2014 recipients ences on later-life cognitive function by com- of the Richard Kalish Innovative Publication bining childhood socioeconomic and health Awards. conditions with data on economic recessions during working life, associated changes in These distinguished honors recognize insight- working conditions, and later-life health and ful and innovative publications on aging and socioeconomic status in order to explain ol- life course development in the behavioral and der-age cognitive function. The article is the social sciences. There are two awards – one in first to investigate later-life cognitive function the book category and one in the article cate- by applying a life-course perspective on histo- gory – named after social psychologist Richard rical economic situation and individual health Kalish, PhD. and socioeconomic conditions.

Journée Portes Ouvertes au Campus Walferdange

Elèves, parents, enseignants et futurs étudi- ants étaient au rendez-vous pour la dernière Journée Portes Ouvertes au Campus Walfer- dange. Plus de 400 visiteurs ont profité de l’occasion pour s’informer sur les différentes formations, rencontrer les professeurs et les étudiants et découvrir le Campus.

L’édition 2015 des Portes Ouvertes aura lieu au Campus Belval, nouveau site de la Faculté à partir de la rentrée académique 2015-16.

Räume und Identitäten in Grenzregionen – eine interdisziplinäre Publikation

Das von der Universität Luxemburg finanzier- ciate Prof. Sonja Kmec und Prof. Dr. Markus te Projekt „IDENT2 – Regionalisierungen als Hesse und koordiniert von Dr. Christian Wille Identitätskonstruktionen in Grenzräumen“ und Dr. Rachel Reckinger wurden insgesamt an dem 30 Wissenschaftler der Forschungs- 19 Teilstudien von 27 Autoren durchgeführt, einheit IPSE beteiligt waren, ging 2014 zu dabei wurden 3.300 Personen in Luxemburg, Ende. Die Ergebnisse der dreijährigen For- Saarland, Rheinland-Pfalz, Lothringen und schungsarbeiten wurden in einer 400-seitigen Wallonien mit einem Fragebogen befragt und Publikation vorgestellt, die Einblicke in die 47 Interviews sowie zahlreiche Textanalysen Entstehung von Räumen und Identitäten in durchgeführt. Das breite Themenspektrum Politik und Institutionen, in den Medien sowie reicht von sprachlichen Identitäten über im alltäglichen Leben gibt. Es ist bereits das Biogas-Energieregionen, der Burg Vianden zweite Buch, das aus einem gemeinsamen bis hin zu virtuellen Identitäten oder Erinne- Projekt der 8 Institute der Forschungseinheit rungsweisen an den Zweiten Weltkrieg. IPSE hervorgeht. Unter der Leitung von Asso- 15 STATEMENT

Martine Wiltzius Postdoc researcher

Research unit INSIDE / Institute for Research on Generations and Family

Why did you come to Luxembourg and What are you current research activities? What kind of plans do you have after your join the University? stay at the University of Luxembourg? I am part of the research group Early Child- I accepted a Postdoc position as part of an hood Education and Care directed by Prof. Dr I want to stay linked with the University in or- explorative research team at the University Michael-Sebastian Honig. My first mission der to combine political consultancy with fur- of Luxembourg as, from my point of view, the was to develop the first status quo analysis ther research in the field of childcare and the University plays a crucial role in linking the of the field of market-based childcare in Lux- mixed economy of care. political level and the field of acting profes- embourg and to centralise the data for future sionals. use. Currently, my colleague Anett Schmitz Do you think that the professional and I are exploring the organisation of mar- experience acquired at the University Where did you work before? ket-based day facilities with regard to eco- of Luxembourg will be helpful for your nomic challenges for the range of the services further career in research? In November 2011, I became the CEO of Diver- provided. sity & Dialogue Sàrl, a company which provides The insights into the field of market-based counselling, training and guidance for organisa- childcare gained through our research, togeth- tions and their employees implementing diver- er with the resulting publications and personal sity management. Before that, I completed my networks, will very likely support new tracks for PhD project at the University of Bremen. further research here in Luxembourg. 16 RESEARCH

ipse CO-OPERATION ACROSS DISCIPLINES

The research unit Identités. Politiques, Sociétés, Espaces (IPSE) conducts interdisciplinary research in the humanities and social sciences. A broad range of subjects are covered, including culture, identity, governance, media, literature, philosophy, politics, history and geography.

PSE is composed of 8 institutes: Gender, Di- flection on interdisciplinary work, which con- Education, help to identify logics of develop- Iversity and Migration; Geography and Spa- tributes to international debates and fosters ment of modern and also pre-modern socie- tial Planning; German Language, Literature methodological advances. ties and provide orientational knowledge in and Intercultural Studies; History; Luxem- multilingual and intercultural contexts. bourgish Language and Literatures; Roman- Our research foci ce, Media and Art Studies; Philosophy; Politi- Furthermore, IPSE co-coordinates the se- cal Science. At the end of 2014, IPSE counted In 2014, IPSE has further developed its inter- cond key area within the Faculty: Sustainable 167 members. disciplinary cooperation in the framework of Development. Jointly with colleagues from the prioritised research areas. the research unit INSIDE, a work programme Researchers within these disciplines work is in the making to initiate scholarly activi- on areas such as: intercultural and identity Scholars from IPSE took the lead in establis- ties, such as international conferences, in- studies; multi-level governance analyses re- hing one of the Faculty’s key areas, Multilingu- terdisciplinary research proposals, or publi- garding public policies, spatial planning and alism and Intercultural Studies (MIS). The key cation endeavours. sustainable development; sociolinguistic is- area is concerned with social and socio-cul- sues; media and literature studies (including tural practice as an intersection of languages In the context of the University of the Greater cinema, museums, music and theatre); con- and cultures in the past and the present. Region (UniGR), colleagues from IPSE have temporary philosophy and ethics; migration played a central role in the development of studies; nation building and transnational The activities of the key area, e.g. workshops Border Studies as one of the UniGR’s three history; and research on border areas. Rese- and planned research projects, partly jointly key areas. These efforts have recently re- arch endeavours encompass a critical self-re- with colleagues from the research priority sulted in the creation of the UniGR Center 17 PAGEHEAD

Prof. Dr Christian Schulz, head of IPSE

Prof. Dr Peter Gilles, deputy head of IPSE

for Border Studies. It understands itself as of this book will be available in summer 2015, of sustainable development, intercultural stu- a cross-border multidisciplinary network of thus broadening an international public‘s ac- dies and identities, as well as European and the UniGR partner universities and serves as cess to this research. international governance. a joint platform for activities carried out in the framework of the UniGR key area „Border In 2014, IPSE has been amongst the most Based on the productive output of its fi rst 3 Studies“. In 2014, the interregional governan- successful units regarding the approval rates years, the Chambre des Députés (the Luxem- ce board was established and future activi- for AFR Postdoc and PhD projects as well as bourgish Parliament) extended its generous ties were prepared, e.g. publications, projects, for the research projects funded by the Uni- funding for the Chair in parliamentary stu- workshops and a communication strategy. versity (IRP). In order to further increase the dies for another 5 years. The Chair, held by Dr standards of our submitted projects, we have Philippe Poirier, contributes to research acti- Related to these activities, IPSE has been established a Project Advisory Panel (PAP). It vities, mainly in political science in the fi elds selected by the Association for Borderlands gives all applicants the opportunity to sub- of democracy, law and comparative European Studies (ABS) to host the next biannual Eu- mit draft proposals to two peers – one from politics. The next conference is scheduled for ropean conference in October 2016 (4th-7th, their own and one from a cognate discipline spring 2015 and will focus on transformations where around 200 participants are expected. – in order to get constructive feedback about of citizenship in Europe. how to improve the conceptual argument Our achievements in 2014 and/or the research design. Finally, we are proud of and most grateful to Agnès Prüm who received the fi rst Henni- The empirical fi ndings of the interdisciplinary The launch of the IPSE Doctoral school in cot-Schoepges award for Excellence in Tea- research project IDENT2 (Strategies of Regi- September 2014 has been a milestone for the ching for her outstanding commitment and onalisation: Constructing Identity Across Bor- further professionalisation of our PhD trai- creative input to the English track of the Ba- ders, 2011-2014) were published as part of the ning. The school offers a large variety of dis- chelor en Cultures Européennes (BCE). Bravo closing conference in July 2014, under the title ciplinary and interdisciplinary modules (both Agnès! Räume und Identitäten in Grenzregionen. Poli- conceptual and methodological) and mirrors tiken – Medien – Subjekte. The English version the research unit’s topical foci in the areas 18 ECCS HIGHLIGHTS highlights INSTITUTE OF APPLIED EDUCATIONAL SCIENCES (AES)

The Institute of Applied Educational Sciences carries out interdisciplinary research, responding to the concrete needs of stakeholders in the field, thus being directly relevant for Luxembourg. Through scientific studies in formal and non-formal settings, from early years to higher education, AES strives to enhance the quality and impact of learning and teaching. The institute had a successful first year with highlights such as new research projects, several international conferences, and a range of publications.

International workshop: Innovation International conference: Bilingual Research project: Problem-Based and Collaboration in Cultural Stud- Myths, Monolingual Ideologies & Teaching in Algebra in Secondary ies of Science Education. Towards (Trans)languaging School (PROBAL) an International Research Agenda The international conference “Bilingual With the introduction of the competen- An exploratory research workshop, entitled Myths, Monolingual Ideologies & (Trans) cies-based reform in secondary education “Innovation and Collaboration in Cultural languaging” took place in Walferdange on 8 in Luxembourg, the issue of support for Studies of Science Education: Towards an May. In the keynote address, Prof. Dr Ofe- teachers is becoming crucial if we wish to International Research Agenda,” was held lia García (City University, New York, USA) see the proposed changes actually take at Campus Walferdange in June. The cul- deconstructed traditional understandings place. Problem-based teaching (PBT) is tural studies of science education are an of language and bilingualism and promot- currently widely recognized as a powerful internationally emerging research field, ed the idea of translanguaging. Associate teaching environment in which to develop focusing on diverse studies in science ed- Prof. Claudine Kirsch presented children’s mathematical competencies. The objec- ucation through sociocultural perspectives. experiences with storytelling at home and tives of the PROBAL project, which started their languaging experiences on iTEO – a in September 2014 under the leadership of Organised by Prof. Dr Christina Siry, to- learning and teaching tool – at school, Associate Prof. Joëlle Vlassis, are twofold. gether with Assistant Prof. Sonya Martin she also discussed parents’ and teachers’ (Seoul National University, South Korea) expectations regarding language learning. First of all, this research strives to de- and Prof. Dr Alberto Rodriguez (Purdue Prof. Dr Argyro Panagiotopoulou (Univer- sign and test a professional development University, USA), this workshop created an sity of Cologne, Germany) examined the programme focused on PBT in the math- internationally grounded basis for research extent to which teachers’ experiences of ematical domain of algebra, with the col- agendas that support developing and un- and attitudes towards multilingualism in laboration of a small group of grade vol- derstanding scientific literacy, on the one education depend on their own experi- unteer teachers. Secondly, the changes in hand, and a cultural approach, on the other ences of a monolingual versus multilingual teachers’ practices and beliefs during the hand. Funded by the FNR and supported education system. The event, which was training process are analyzed. The first by the Springer Verlag, this event brought organised by Claudine Kirsch, was attend- phase of this project consists in collecting together researchers from twelve countries ed by almost 200 teachers, students and teachers’ initial beliefs about teaching and to engage in an output-oriented workshop researchers. For more information, please learning algebra, through a questionnaire for developing new directions for current see: http://storying.bsce.uni.lu and semi-directed interviews. The results and future cutting-edge research in sci- will notably lead to an optimal adaptation of ence education. the professional development programme for teachers in Luxembourg. 19 IPSE HIGHLIGHTS highlights INSTITUTE FOR HISTORY

The Institute for History is contributing to excellence in research in the fields of European and Luxembourgish history – Luxem- bourgish history being understood in a comparative and transnational approach. The institute provides students, society and political stakeholders with a critical understanding of the past. The general mission is to study societal change with a focus on identity constructions. The research activities focus on Socio-economic European History, Memory and Identities, Contemporary Luxem- bourgish History, Migration History, Digital and Media History, Urban History, History of medieval Lotharingia. http://histoire.uni.lu

Research projects: Participation Recherche commanditée par le Prix de la recherche universitaire and Democracy Research projects Ministère d’Etat : La « Question 2014 du journal Le Monde : La vieil- PARTIZIP 1 & 2 juive » au Luxembourg (1933-1941) lesse est un autre âge

In 2009, Prof. Dr Jean-Paul Lehners and En 2013, le gouvernement a confié à l’Uni- Le 26 novembre 2014, Iris Loffeier s’est vu Apl. Prof. Dr Norbert Franz launched a versité du Luxembourg la mission d’établir remettre le Prix de la recherche universitaire research project entitled ”Nationbuilding un rapport sur l’attitude des autorités du Monde, pour sa thèse « Prise en charge and Democracy: Struggles for Participation luxembourgeoises à l’encontre de la com- des vieillissements, solidarité sociale et inter- in Luxembourg (1789-1940)”. Its success munauté juive durant l’occupation. Suite générationnelle ». Celle-ci sera publiée aux encouraged them to submit a consecutive à cette commande, une convention de Presses Universitaires de France en 2015.. project, “Social Participation and the For- collaboration a été signée. Vincent Artu- mation of Identity. The Struggle for Polit- so, collaborateur scientifique à l’Institut Cette recherche visait à saisir les normes ical, Economic and Cultural Involvement in d’Histoire a été chargé de réaliser cette qui contribuent à construire la catégorie Luxembourg in its European Context be- recherche sous l’encadrement d’un comité des personnes âgées dans l’un des lieux tween 1930 and 1980”. scientifique présidé par le professeur Mi- extrêmes de sa « mise en problème » : la chel Pauly. maison de retraite. En s’appuyant sur une Known as PARTIZIP 1 & 2 and funded by enquête empirique, l’analyse a porté sur les the FNR (1,4 Mio. €; Jan. 2009 to Jan. Les autorités ont-elles collaboré avec l’oc- liens entre connaissance, normes et (re) 2015), they brought together a truly inter- cupant allemand dans la persécution des production de l’ordre interactionnel impli- disciplinary team, research associates Dr Juifs ? Quelle forme cette collaboration quant des personnes âgées. Wolfgang Alt, Dr Vincent Artuso, Thorsten a-t-elle prise ? Qu’est-ce qui l’a motivée ? Fuchshuber, Renée Wagener, and 7 PhD Vincent Artuso a abordé ces questions en Iris Loffeier est actuellement collaboratrice candidates who obtained separate AFR prenant pour point de départ les années scientifique postdoc dans le cadre du projet funding. The remarkable outputs include 7 1930 où des milliers de juifs, fuyant le de recherche « Framing Age » (FRAMAG dir. PhD theses and 5 edited volumes on na- Troisième Reich, cherchèrent à s’établir au par l’assistant-professeur Benoit Majerus) tion-building, migration, the Jewish com- Grand-Duché. financé par le FNR à hauteur de 440.000 €. munity in Luxembourg, the religious philos- Le projet pluridisciplinaire vise à mieux com- opher S. Hirsch, and political participation. Le rapport constitue la base pour une déci- prendre les modalités de catégorisation et In addition, over 100 filmed interviews with sion politique portant sur l’attitude à adop- de compréhension du vieillissement dans WW2 witnesses were recorded by L. Walz: a ter par rapport à la question des excuses les politiques publiques, les sciences et les valuable ressource not only for researchers du gouvernement à présenter à la commu- techniques associées au vieillissement. but also for schools and museums. nauté juive. 20 INSIDE HIGHLIGHTS highlights INSTITUTE FOR RESEARCH ON GENERATIONS AND FAMILY

Research within this institute focuses on generations within the family in a life span perspective. Putting the family into the frame of life span development underlines the different contexts, but also needs and challenges that generations have to meet throughout the human life. Research within the institute focuses on three domains - Early Childhood: Education and Care - Youth Research: Context and Structures of Growing-up - Ageing and Life Span Development.

Research project CHILD: Cam- Forschungsprojekt: Politisches Multiculturalism within the Luxem- era-ethnography on children’s Engagement und Selbstverständnis bourg context (NILUX) transitional practices in daily linksaffiner Jugendlicher care-arrangements With a foreign population of 44%, rising Das vom Bundesministerium für Familie, to 68% in the capital, Luxembourg forms The CHILD-study (funded by the FNR, 2013- Senioren, Frauen und Jugend geförderte Ko- a “natural laboratory” to examine how a 2015), an ongoing ethnographic research operationsprojekt „Gesellschaftskritik und diverse society is perceived by a majority project on children’s positioning as social Protest“ ging unter der Leitung von Prof. Dr. population, increasingly in the minority. In actors within the Luxembourgian day-care Helmut Willems (Projektmitarbeiterin: Kat- this FNR-funded PhD project, supervised by system, has enlarged its scope at the rin Hillebrand) und in Zusammenarbeit mit Prof. Dr Dieter Ferring, Elke Murdock inves- beginning of 2014. Dr Bina Mohn, a well- der Hochschule für Wirtschaft und Recht in tigated different facets of multiculturalism known expert for visual ethnography, now Berlin der Frage nach, welches Selbst- und in a series of quantitative studies. The first joins the project team in working on analyt- Gesellschaftsverständnis politisch enga- study highlights that awareness of na- ical films on children’s daily transitions be- gierte Jugendliche aus linksaffinen Milieus tionalities increases in a nationally diverse tween home, day-care, and preschool. The aufweisen und wie sich politisches Engage- context. Exploring the relationship between CHILD-study (Head: Prof. Dr Michael-Se- ment im biografischen Verlauf herausbildet bilingualism and biculturalism, the research bastian Honig), conducted by Dr Sabine und weiterentwickelt. Die qualitativ ange- showed language competence to be a Bollig and Sylvia Nienhaus, M.A., generally legte Studie hat gezeigt, dass die enga- necessary, but not sufficient condition for aims at exploring in detail the complex in- gierten Jugendlichen sich stark an Werten biculturalism. Research into the attitude terplay between the social, spatial and in- wie Gerechtigkeit orientieren und mit ihrem towards multiculturalism revealed that the stitutional processes, which create distinct Engagement eine langfristige Veränderung idea of multiculturalism is endorsed, whilst care-arrangements for 2-4-year-olds, as gesellschaftlicher Werte und Strukturen specific measures of societal participa- well as the children’s respective day-care anstreben. Frühe Sozialisationserfahrun- tion are less well supported. A better un- practices. Bodily performances, gestures gen in Familie und Schule wirken sich dabei derstanding of the factors influencing the and choreographies are privileged aspects prägend auf die Bereitschaft aus, sich zu support for multiculturalism, which include of visual ethnography. Therefore, the cam- engagieren. Der spätere Verlauf des Engage- the nationality construal process and the era-ethnography will contribute to the ments wird vor allem von individuellen Erfah- individual value structure, inform and con- CHILD-study by highlighting the nonverbal rungen - etwa mit der Polizei bei politischen tribute to policy decisions in increasingly di- and bodily dimensions of children’s daily Aktionen oder auch mit anderen Mitstreitern verse societies. The thesis will be published transitional practices. A DVD will be pub- in den Gruppen - beeinflusst. Die Ergebnisse as a book in 2015. lished by the end of 2015. des Projekts werden mit der Publikation Po- litisches Engagement und Selbstverständ- nis linksaffiner Jugendlicher in Kürze beim Springer VS-Verlag erscheinen. 21 STATEMENT

Alexander Friedman Postdoc researcher

Research unit ECCS, Institute of Education & Society (InES)

Was war Ihre Motivation an die Universi- Mit welchen Forschungsthemen befas- Inwieweit werden Ihre beruflichen Erfah- tät Luxemburg zu kommen? sen Sie sich derzeit? rungen an der Universität Luxemburg hilfreich sein bei der weiteren Karrie- An der Universität Luxemburg wollte ich mein Ich befasse mich mit dem Forschungsprojekt reentwicklung? Forschungsprojekt über Luxemburg-Bilder in „The “Russian” (“Soviet”) Luxembourg: The der Sowjetunion durchführen images of the Grand Duchy in Russia, the An der Universität Luxemburg setze ich mein USSR and post-Soviet states”. Projekt in einem internationalen und inter- Wo waren Sie vorher beruflich tätig? disziplinären Arbeitsumfeld um und sammele Wie sehen Ihre beruflichen Pläne nach dabei neue theoretische und praktische Er- Ich war wissenschaftlicher Mitarbeiter am Ihrem AFR Postdoc Stipendium aus? fahrungen, von denen ich in meiner weiteren Seminar für Osteuropäische Geschichte der Karriere profitieren kann. Universität Heidelberg und am Historischen Nach dem Postdoc Stipendium möchte ich Institut der Universität des Saarlandes sowie meine wissenschaftliche Karriere an einer Lehrbeauftragter am deutsch-französischen europäischen Hochschule fortsetzen, mich Grundstudium von Sciences Po in Nancy. mit der Erforschung von Selbst- und Fremd- bildern befassen und die Rezeption der west- lichen Bildungssysteme in Osteuropa tiefer untersuchen. 22 RESEARCH

inside REAPING THE REWARDS

Last year saw us grow into the structures we have created in recent years at the Integrative Research Unit on Social and Individual Development (INSIDE). Our output was impressive (as detailed in this report) with our efforts being central to the University’s ambitions. We collaborate in coordinating the Faculty’s work regarding the sustainable development research priority, and we contribute in many ways to the advancement of educational science learning.

s the name of our unit suggests, INSIDE as well as inequalities in health. Colleagues er adults. We put particular emphasis on ear- Aresearch focuses on essential parts of from the institute attracted substantial na- ly childhood, evaluating structures to gauge Luxembourg society. We continue to monitor tional and international funding across all of their effectiveness in achieving desired out- the country’s pulse, offering insight of local these domains. comes in regards to personal development, and global significance. We work closely with education and social care. The challenge of government and civil society to help gauge Related to this was another novelty of par- an aging population is also under the spot- needs, then set our work programme based ticular benefit to Luxembourg society: the light, particularly regarding how we care for on our expertise. Last year was not an easy Master in Psychotherapy. This will train psy- the mentally and physically infirm. one given the uncertainty over the budget, chotherapists and other practitioners with a but nevertheless, clear progress was made. firm reference to local realities. It will bridge For this year, we have also decided to pay the gap between existing undergraduate and closer attention to the changing concept of Institute for Health and Behaviour post-graduate courses, completing the study the family in post-modern society. We will options available and providing a further re- take an interdisciplinary approach to better This institute was able to consolidate earli- search boost. understanding the meaning, practicalities and er achievements and grew by attracting new politics of family life in our multi-cultural set- funding. The major research topics cover Institute for Research on Genera- ting. Also, preparations began last year for the self-regulation and health, pain and pain reg- tions and Family publication in 2015 of the second National Re- ulation in humans and animals, health promo- port on the Situation of Youth in Luxembourg, tion and aggression prevention, particularly The research focus is on the challenges a major work which makes a huge contribution in the context of online and offline bullying, faced by young children, older youth and old- to the national debate on a range of subjects. 23 PAGEHEAD

Prof. Dr Dieter Ferring, Prof. Dr Helmut Willems, head of INSIDE deputy head of INSIDE

Institute for Research and Innova- Prof. Dr Chauvel’s studies on intergenerational Doctoral school in Social Sciences tion in Social Work, Social Pedagogy, inequality and welfare regimes are published by Social Welfare high impact journals and are also picked up by Establishing the doctoral school has com- influential newspapers (includingLe Monde, Die pleted the landscape for post-graduate study There was high-level recognition for this in- Zeit). Prof. Dr D’Ambrosio’s work has also had into social change, while also giving students stitute’s work when it became the first in the a national and international impact, and both “interdisciplinary literacy” skills. The school University to win funding from Horizon 2020, researchers received excellent reviews from will strengthen multifaceted research in the the biggest ever EU Research and Innovation the scientific advisory board accompanying unit, the Faculty and the University. It will also programme. “Mapping mobility – pathways, their work. We are very pleased to have these have to face the challenges arising by the new institutions and structural effects of youth innovative sociologists and economists working block-grant-procedure proposed by the FNR. mobility in Europe” will be coordinated by Asso- here, adding a new dimension to the way we ciate Professor Ute Karl starting in May 2015. understand phenomena of social and individual A last word on future challenges and This is good news for the University and the change. needs Faculty, plus it shows the important role played by social scientists in the European research Chair in Social Business and Social The unit, like the other two research units, landscape. This award was the highlight of a Management conducts research and teaching that contrib- year of progress through consolidation. utes to increasing awareness and searching We are also excited to welcome another for solutions to challenges faced by society PEARL Institute for Research on high quality academic to take up the Chair and individuals. To sustain high quality in our Socio-Economic Inequality in Social Business and Social Management dedicated work we will have to strengthen the established by the City of Esch-sur-Alzette. “corps intermédiaire” in the future, especially The work of our PEARL professors Conchita Professor Massimo Bricocoli will join us in regarding postdoctoral positions. It will be cru- D’Ambrosio and Louis Chauvel is catching the March 2015. An eminent specialist in urban cial for the development of the unit that we will attention of the scientific community and the planning, he will be in charge of seeking new fill in the near future the diverse key positions general public. Since the five-year programme opportunities for the social and economic that are currently vacant. Another challenge started in 2013, the question of inequality has development of the South of Luxembourg. will be to explore further possibilities for es- become a hot topic globally, so it is important Central to this will be efforts to stimulate the tablishing grant-funded chairs that will work for the University to contribute to this debate. creation of new social business models. on emerging research questions. 24 ECCS HIGHLIGHTS highlights INSTITUTE OF COGNITIVE SCIENCE AND ASSESSMENT (COSA)

Over the past year, COSA was very successful in publishing its findings in peer-reviewed journals and contributing to research on numerical cognition, complex problem-solving and user experience. A total of 27 publications were published in highly recognized scientific journals. The institute was also very happy to welcome four new postdoctoral researchers who further strengthen the institute’s work on computer-based assessment and cognitive neuroscience.

Visit of World-Leading Expert in International conference: Tech- Expanding the team: Two Success- Innovative Assessment nology and Twenty-First Century ful AFR Postdoctoral Grants Education In March, Dr Richard Roberts spent three In March, COSA was extremely fortunate to days at the institute where he met with jun- In October, Associate Prof. Samuel Greiff’s welcome two postdoctoral researchers who ior and senior staff. Roberts counts among research group Computer Based Assess- were awarded an AFR postdoctoral grant in the world’s leading experts in (comput- ment invited to a panel session featuring the field of numerical cognition. Dr Samuel er-based) assessments (CBA). Among the world authorities in the field. Among them di Luca and Dr Mathieu Guillaume joined main topics discussed were: Human-Com- were Prof. Dr Mark Wilson (Berkley Univer- the Cognitive Neuroscience research group puter-Interaction aspects in CBA, secu- sity, USA), Prof. Dr Beno Csapo (University to work on their research projects focusing rity aspects in CBA, CBA in PISA studies, of Szeged, Hungary), and Prof. Dr Friedrich on number-space interactions and number twenty-first-century skills assessment, Hesse, the Vice-President of the German sense development, respectively. During the the OASYS CBA platform, cognitive and Leibniz Association. During three inspiring two years of his AFR Postdoc grant, Dr Di non-cognitive assessments through CBA. days, seventeen researchers presented Luca will develop original computer-based Dr Roberts’ visit culminated in a well-at- their findings on what children should learn tools to investigate how spatial representa- tended public lecture in which he outlined at school and how they can be optimally tions contribute to our representation and and summarized major trends and chal- supported in their learning, issues that are understanding of numbers. Moreover, he lenges in educational research. as relevant to educational systems today intends to use these newly developed tools as they were a hundred years ago. Prof. to design novel revalidation techniques for At the time of his visit, Dr Roberts was a Dr Jarkko Hautamäki (University of Hel- hemi-neglect patients who are impaired in Managing Principal Research Scientist in sinki, Finland) declared that thinking and processing spatial information coming from the Center for Academic and Workforce learning has remained the same for some one side of space. In a complementary, yet Readiness and Success at the Education- years now. Along this line, Prof. Dr Patrick distinct, effort Dr Mathieu Guillaume aims al Testing Service (ETS), Princeton, New Griffin (University of Melbourne, Australia) to create a novel electro-encephalography Jersey (USA). He is now Vice-President advocated a shift from content-based to method to assess numerical abilities of at the Professional Examination Service, skill-based education and Prof. Dr Arthur young children and adults in an objective New York, (USA) and Chief-Scientist of Graesser (University of Memphis, USA) and robust manner. their Center for Innovative Assessments, responded with design recommendations where they develop products in the fields for intelligent tutoring systems to scale of non-cognitive assessment and emotion- up students’ learning environments. Asked al intelligence. He continues to collaborate about the reasons for Finland‘s widely per- with COSA and LUCET. ceived success in PISA, Hautamäki referred to the weather: „It is the North!“ 25 INSIDE HIGHLIGHTS highlights INSTITUTE FOR RESEARCH AND INNOVATION IN SOCIAL WORK, SOCIAL PEDAGOGY, SOCIAL WELFARE (IRISS) The institute’s research activities are related to processes of social change. Focusing on questions of social cohesion, well-being, and social justice the institute had a very successful year attracting funding for research projects (nearly € 2 Mio. for the next 3 years) and putting results into practice within Luxembourg. The projects focus on young people’s transitions to adulthood (early school leavers and drop outs, leavers from out-of-home care) and their mobility within Europe. http://iriss.inside.uni.lu

Journée de coopération : L’écono- Research project: Mapping mobility Expert workshop: Time in – Time mie sociale et solidaire (ESS). Vers – pathways, institutions and struc- out. Intensive individual pedagog- de nouvelles pratiques de création tural effects of youth mobility in ical care d’emplois? Europe (MOVE) Researchers and service providers from En mars, Claude Haas et Dr. Thomas Mar- In 2014, IRISS managed to obtain a re- Luxembourg and Germany attended an ex- thaler ont co-organisé en partenariat search grant from the European Commis- pert workshop organised by the University avec 123 Go Social (Business Initiative sion’s Horizon 2020 funding scheme. The of Luxembourg in collaboration with the asbl), le Centre de Recherche Henri Tudor three-year project on youth mobility, co- National Youth Psychiatric Service Luxem- et Impactory une journée de travail sur les ordinated by Associate Prof. Ute Karl and bourg (Hôpital Kirchberg). rapports entre le travail et l’économie so- Claude Haas, starts in 2015 and will use ciale et solidaire (ESS), à la fois dans une a quantitative survey and qualitative case The National Youth Psychiatric Service pro- perspective analytique et pratique, voire studies to reconstruct mobility patterns poses intensive individual pedagogical pro- entrepreneuriale. Quelque 75 participants of young people and identify examples of jects to their adolescent in-patients as a issus de milieux professionnels très di- good-practice, looking at the same time possible follow-up treatment. The research vers - allant du secteur social au secteur at the impacts of mobility and migration project “Time in – Time out”, designed by financier - ont eu l’occasion de participer in some geographic regions and on family Associate Prof. Ulla Peters, will follow boys à un programme varié composé de confé- and social networks. The case studies will and girls who, after their psychiatric treat- rences, de table ronde et de réunions include different forms of mobility, such ment, are either participating in such indi- express (speed meetings) avec des ini- as student mobility for higher education, vidual projects or are sent to an institution. tiateurs de projets ESS. Trois conférences cross-border volunteering, employment Quantitative data will be collected using plénières présentaient les opportunités, mobility, mobility for vocational training, the “Child and Youth Resilience Measure“ les limites et les paradoxes de la créa- pupil’s exchange, and entrepreneurship (CYRM, Liebenberg & Ungar 2013) and be tion d’emploi par l’ESS. Dans le cadre de mobility. With this project IRISS was able to compared with resilience scores of a group leur intervention, Claude Haas et Thomas further strengthen its European networks. of Luxemburgish youth outside the care Marthaler ont conclu notamment à un lien Furthermore, Associate Prof. Arthur Lim- system. de dépendance de l’ESS à l’insertion pro- bach-Reich attended the seventh Annual fessionnelle en termes de gouvernance et General Meeting of the Academic Network Recent research in this area was presented ont soulevé la question du potentiel inno- of European Disability experts (ANED) in at the workshop and the research design vateur propre à l’ESS. Brussels. for the study was discussed. 26 IPSE HIGHLIGHTS highlights INSTITUT FÜR LUXEMBURGISCHE SPRACHE UND LITERATUREN

Die Forscher des Instituts für luxemburgische Sprache und Literaturen beschäftigen sich u.a. mit der Struktur und den Variati- onen der Luxemburgischen Sprache, der Entwicklung der Luxemburgischen Literatur im mehrsprachigen Kontext sowie mit dem Verhältnis von Sprache und Gesellschaft in Luxemburg und der Grossregion. 2014 war wieder ein ereignisreiches Jahr für die Luxemburgistik. Neue Publikationen, Forschungsprojekte und öffentliche Konferenzen erlaubten es die Forschung am Institut weiterzuentwickeln. http://infolux.uni.lu

Familiennamenlandschaften in der Erstes Promotionsprojekt im Bereich Porte ouverte vum Institut fir lët- Grossregion Luxemburger Literaturen zebuergesch Sprooch- a Literatur- wëssenschaft Familiennamen zwischen Maas und Rhein In ihrem Promotionsprojekt befasst sich ist eine weitere Publikation in der Reihe Fabienne Gilbertz mit den Professionali- Die zweite Auflage der Porte ouverte vum Luxemburg-Studien / Études luxembour- sierungsprozessen der Luxemburger Li- Institut fir lëtzebuergesch Sprooch- a Li- geoises, in der geistes- und sozialwissen- teraturen in der zweiten Hälfte des 20. teraturwëssenschaft, die am 22. Novem- schaftliche Forschungsarbeiten mit einem Jahrhunderts (ca. 1945-1980). Im Mittel- ber im Cercle Cité stattfand, fand auch thematischen Bezug zur luxemburgischen punkt der literatursoziologischen Analyse dieses Mal großen Anklang beim Publikum. Kultur und Gesellschaft veröffentlicht steht die Beschreibung einer literarischen In informellen Gesprächen haben die For- werden. Tendenzwende, die in den 1960er Jahren scherinnen und Forscher Fragen zu ihren in Abgrenzung zum Kriegs- und Heimat- derzeitigen Projekten beantwortet und mit Die Familiennamen im Gebiet zwischen den diskurs der unmittelbaren Nachkriegszeit den Besuchern über gesellschaftsrelevan- Flüssen Maas und Rhein stellen infolge der eingeleitet wurde. Die von einer jungen, te Fragen wie die Position des Luxembur- komplexen politisch-historischen Grenz- politisierten Autorengeneration ange- gischen im Kontext der Mehrsprachigkeit ziehungen und durch ihre Lage in der Kon- strebte intellektuelle und künstlerische und in den neuen Medien diskutiert sowie taktzone zwischen Germania und Romania Erneuerung wird von Forderungen nach rezente Forschungsergebnisse präsentiert, eine besonders vielfältige Quelle für die einer umfassenden ästhetischen sowie wie etwa zur Sprachmelodie des Luxembur- Namenforschung dar. Der Band umfasst institutionellen Professionalisierung des gischen oder zum Gebrauch des Diminutivs komparative und systematische Beiträ- mehrsprachigen Literatur- und Kulturbe- in der deutsch-luxemburgischen Grenzre- ge zu den Familiennamenlandschaften in triebs begleitet. In Anlehnung an aktuelle gion. Großes Interesse galt indes auch den den Grenzregionen von Luxemburg, Bel- system- und feldtheoretische Modelle kultur- und literaturgeschichtlichen Projek- gien, Deutschland und Frankreich, die aus sollen diese auf dem Prinzip der Solida- ten, beispielsweise zur Rolle des Feuilletons sprachhistorischer, kontaktlinguistischer risierung basierenden Prozesse – welche bei der Konstruktion kultureller Identitäten und kartographischer Perspektive beleuch- Zeitschriften-, Verlags- und Theatergrün- oder zur Literaturgeschichtsschreibung in tet werden. Diese Artikelsammlung richtet dungen, aber auch Konferenzen und Le- einem mehrsprachigen und interkulturel- sich damit sowohl an Sprachhistoriker wie sungen umfassen – in ihrem gesellschaft- len Kontext. Eine Übersicht von sämtlichen auch an Kulturhistoriker. lichen Umfeld untersucht werden. Projekten ist einsehbar unter http://infolux.uni.lu/bilan-porte-ouverte-2014/ 27 STATEMENT

Thomas Vercruysse Postdoc researcher

Unité de recherche IPSE, Institut d’Études Romanes, Médias et Arts

Pourquoi avez-vous rejoint l’Université Quelles sont vos activités de recherché Qu’est-ce que vous voulez faire après du Luxembourg? actuelles? avoir terminé votre projet AFR postdoc?

Afin de poursuivre mes recherches grâce à Je termine un essai sur les rapports entre J’aimerais proposer la création d’un domaine un postdoctorat. J’ai contacté à cette fin le création, espace et circonstances ; je dirige de recherche et d’enseignement à l’Universi- Professeur Roelens dont les champs de re- et co-dirige deux ouvrages collectifs liés aux té du Luxembourg, lié à la créativité et à sa cherche étaient proches des miens.. rapports entre création et espace : Luxem- modélisation. bourg : ville créative (Capybarabooks, Luxem- Où avez-vous travaillé auparavant? bourg, à paraître en juin) et Littérature, villes, Croyez-vous que l’expérience pro- interactions (Kimé, Paris, à paraître en 2015), fessionnelle acquise à l’Université du J’ai été Assistant d’enseignement et de re- actes d’une Université d’été que j’ai co-orga- Luxembourg sera utile pour votre future cherche à l’Université de la Sarre, Allocataire nisée. Je co-anime également un séminaire carrière de chercheur? de recherche à l’Université Blaise-Pascal, en de recherche « Géopoétiques : les sens de France. J’ai aussi enseigné dans le secondaire l’espace ». Oui, sans aucun doute. dans ces deux pays.

28 RESEARCH

eccs LOCAL AND GLOBAL PERSPECTIVES ON EDUCATION

Rapid globalisation and mass migration have transformed most societies to an unprecedented degree in terms of their linguistic, social and cultural diversity. This complexity presents unique challenges and opportunities for education-policy makers, teachers and teacher-education programmes.

iven its rich linguistic, social and cultural policy studies; teacher education; cognitive ches are not only important to help strengt- Gdiversity, Luxembourg can be considered development and learning processes; migra- hen international and comparative research, an excellent context in which to develop in- tion, multilingualism and social inequality in but equally to accompany and support Lux- novative research in the field of education. school, higher education and life-long lear- embourg’s education system in close coope- Although Luxembourg’s diversity is unique, ning. Other important research topics exa- ration with teachers and schools. many of the educational challenges it faces mine out-of-school learning and teaching, are crucial on a European and an internatio- whether this is at home, in childcare centres The ECCS research unit is closely linked to nal level. Thus, the University of Luxembourg (maisons relais), or related to media educa- the Doctoral school in Educational Sciences is well-placed to become an important natio- tion and computer-based learning. We place and several bachelor’s and master’s pro- nal and global player in the study of teaching, particular emphasis on education in linguisti- grammes within the Faculty. Teaching and learning and cognitive processes in a multi- cally, socially and culturally diverse settings. research are inextricably intertwined with lingual and multicultural environment. This focus on multilingualism and diversity teacher education programmes (both on is also a key concern of the University’s re- primary and secondary level), drawing direct Who are we and what we do search priority in Education, in which ECCS benefit from the unit’s research. plays a leading role. The Education, Culture, Cognition, Society Moreover, there are strong links with the (ECCS) research unit is home to over 120 ECCS puts a strong focus on fundamental as other research units within the Faculty as people: educationalists, neuroscientists, an- well as applied research and we encourage well as with the Luxembourg Centre for thropologists, linguists, psychologists, his- connections between a variety of approa- Educational Testing (LUCET), whose mem- torians, sociologists and IT specialists. This ches and strands of research. Qualitative and bers used to belong to ECCS until summer expertise is spread across six multidiscipli- quantitative approaches, hermeneutical, eth- 2014, when LUCET was created as a research nary institutes, which cover a wide range of nographic as well as experimental research and transfer centre within the Faculty. research topics, including: curriculum and are all of great significance. These approa- 29 PAGEHEAD

Prof. Dr Adelheid Hu Prof. Dr Christina Siry head of ECCS deputy head of ECCS

Our vision: Strengthening the advanta- the ECCS unit’s work. Luxembourg is an ideal to enhance our reputation further. Our aim ges of diversity place to undertake more of the high-quality is to conduct innovative research in direct projects and approaches in which we speciali- communication with stakeholders and policy 2014 was a busy year, since it was the first se. The main academic objective is to develop makers, in order to have a positive impact on year ECCS existed in its current form. After an and stimulate more research in this area and educational practice locally and globally. intensive period of implementing procedures to structure the unit, enhance communication and support scientific research culture, ECCS is starting to settle down and can now concentrate on consolidating and further developing its diverse research strengths.

Within the ECCS research unit, diversity plays a significant role in two ways: diversity in the way we conduct research and diversity as an object of research. We strive to build tighter connections between complementary research fields to strengthen our interdisciplinary work within our multidisciplinary unit, faculty and university. The move to a unified campus in Belval will certainly have a positive impact on this, as all the members of ECCS will then be working in the same building, the Maison des Sciences Humaines.

At the same time, diversity is an object of study: education in linguistically, culturally ECCS board: Christine Schiltz, Raymond Meyers, Peter Voss, Christophe Dierendonck, Adelheid Hu, Carrie and socially diverse societies is at the heart of Georges, Constanze Weth, Christina Siry, Karin Priem. Not in the picture: Sabine Krolak-Schwerdt 30 IPSE HIGHLIGHTS highlights INSTITUT FÜR GESCHLECHTERFORSCHUNG, DIVERSITÄT UND MIGRATION

2014 ging es vor allem um den weiteren Ausbau der interdisziplinären Kooperation, wie z.B. mit dem Forschungsprojekt Ident2 sowie im Bereich der Inter- und Transgeschlechterforschung. Ausserdem stand das Mitwirken in der IPSE Doctoral School auf der Agenda, was in zwei Seminarangeboten zu den Themen Migration und Geschlechtertheorien mündete. Besonders erfolgreich war die Bewilligung des Forschungsprojektes „Gender Assignment in Question“ zu Fragen der Zuschreibung von Geschlecht.

Buchveröffentlichung: Normierte Internationaler Workshop: Ge- Jahreskonferenz des EMN NCP LU Kinder schlechterforschung in der Groß- region Im Oktober fand die alljährliche Konferenz Nach der Vorstellung der von Dr. Erik des European Migration Network - National Schneider und Prof. Dr. Christel Baltes-Löhr Der Arbeitskreis Historische Frauen- und Contact Point - Luxembourg zum Thema herausgegebenen Neuerscheinung Nor- Geschlechterforschung e.V. hat in Zu- „Business-related Migration“ in der Abtei mierte Kinder: Effekte der Geschlechter- sammenarbeit mit dem Forum Geschlech- Neumünster statt. Zusammen mit interna- normativität auf Kindheit und Adoleszenz terforschung an der Universität des tionalen ReferentInnen aus Kanada, Mexi- im September an der Universität Luxem- Saarlandes und in Kooperation mit der ko, des Migration Policy Centers in Florenz, burg zu der sich neben dem Universitäts- Heinrich-Böll-Stiftung sowie der Universi- des Europäischen Gewerkschaftsbundes, präsidenten Prof. Dr. Rolf Tarrach, dem tät der Großregion vom 31. Januar bis zum der Internationalen Organisation für Migra- EU-Parlamentarier Charles Goerens sowie 2. Februar in Saarbrücken einen Workshop tion (IOM), der Luxemburgischen Handels- Vertreterinnen und Vertretern der luxem- für NachwuchsforscherInnen mit dem Titel kammer sowie den Universitätskollegen, burgischen Medien zahlreiche Interessierte „Wie weiter mit der Geschlechtergeschich- Prof. Dr. Jörg Gerkrath, Jurist, und Prof. Dr. eingefunden hatten, wurde das Buch im Ok- te?“ organisiert. Zusammen mit Julia Maria Michel Beine, Ökonom, konnten sich 120 In- tober auf Einladung des transcript-Verlages Zimmermann waren dort Michelle Brendel teressierte zwei Tage lang austauschen und auf der Frankfurter Buchmesse präsentiert. und Agnes Prüm mit dem Beitrag „Gender neue Perspektiven diskutieren. Besonders – institutionell und individuell: Perspekti- erfreulich waren die Teilnahme des Univer- Im Februar 2015 wird die zweite Auflage des ven für die Großregion“ vertreten. sitätspräsidenten, Prof. Dr. Rolf Tarrach, an Buches erscheinen. Eine Version in eng- dieser Veranstaltung sowie die Präsenz der lischer Sprache ist für Juli 2015 geplant. zuständigen Fachministerin, Frau Corinne Übersetzungen ins Französische, Spani- Cahen, Ministerin für Familie und Integrati- sche und Polnische sollen folgen. on sowie Ministerin für die Großregion. 31 INSIDE HIGHLIGHTS highlights PEARL INSTITUTE FOR RESEARCH ON SOCIO-ECONOMIC INEQUALITY

The Institute for Research on Socio-Economic Inequality focuses on the study of socio-economic inequality with the aim to understand how the structures of inequality and their evolution impact on individuals and societies in terms of material and psychosocial well-being, quality of life and health status. The institute contributes, from an international and comparative perspective, to the analysis of social problems and economic development connected to the sustainability of socio-economic systems. http://irsei.inside.uni.lu

Publication: Generational Inequali- Conference series: Getting the Publication: Are we adapting to ties and Welfare Regimes public involved poverty?

Prof. Dr Louis Chauvel and his colleague During 2014, the institute tightened the In their paper “Adaptation to Poverty in Prof. Dr Martin Schröder from the Uni- contacts with Luxembourgish actors in the Long-Run Panel Data” Prof. Dr Conchita versity of Marburg (Germany) showed the socio-economic fields such as LIS, STATEC, D’Ambrosio and her colleagues Prof. Dr impact of welfare regimes on cohorts for LISER (former CEPS/INSTEAD), the Eu- Andrew E. Clark from the Paris School of the first time. Cohorts born around 1950 ropean Commission and the EIB Institute Economics (France) and Prof. Dr Simone are significantly above the income trend in by co-organising several conferences and Ghislandi from the Università Bocconi (It- most countries. However, such inequalities seminars. In the conference series “Ine- aly) study the relationship between subjec- between generations are much stronger in quality and…?”, the monthly “Lunch Time tive wellbeing and poverty. conservative, continental European welfare Seminars” and “SEMILUX” seminars on so- states compared to social democratic and cial inequalities and public policies, nation- “It is to be expected that the poor are less liberal welfare states. al and international researchers are invited satisfied with life than the well off, but we to discuss various aspects of inequalities. wanted to test whether well-being would Conservative welfare states (France, Italy, The lectures and seminars are usually well bounce back as the individual adjusts over and Spain) have put the economic adjust- attended by researchers and the public: on time,” explained D’Ambrosio. “Our research ments of the crisis on the shoulders of average 90 people participate in the con- provides relevant information on the fact the youth (cohort born in 1975). Conse- ferences and 25 in the seminars. that we do not adapt to poverty.” quently throughout their lives their career paths are restricted, their earnings are Data and on-going interviews with over lower and their possibilities to accumulate 45,000 people living in Germany from 1985 wealth are limited. to 2013 showed no evidence of such adaptation: poverty starts bad and stays bad. “Our findings should raise awareness in pol- icymakers to not only provide general measures against poverty and exclusion, but to be attentive to generation-specific problems and disadvantages” explains Chauvel. The paper “Generational Inequalities and Welfare Regimes” has been published in the renowned journal Social Forces. 32 IPSE HIGHLIGHTS highlights INSTITUT D’ETUDES ROMANES, MÉDIAS ET ARTS

L’Institut d’Etudes romanes, médias et arts (IRMA) étudie les productions de sens qui s’opèrent à travers les langages et les mé- dias. Il s’intéresse aux arts verbaux et visuels (littérature, peinture, photographie, cinéma...) et, plus largement, aux discours, à leurs supports, à leur circulation, bref aux médiations socioculturelles (l’édition, la presse, le musée, l’espace urbain, internet…). Il travaille dans un dialogue ouvert au sein des disciplines qui étudient le langage (sémiotique, linguistique de l’énonciation, etc.) et des disciplines spécifiques aux différents objets d’étude (p. ex. théories de la littérature, du cinéma, de l’art).

Céline Schall est chercheure associée à Parutionl’université : Parlons du luxembourg, musée docteure ! Panorama en com- Colloque : La photographie euro- Université d’été : Littérature, des théoriesmunication et et desph. doctorpratiques en muséologie., sous laSa péenne des années 80 à aujourd’hui : villes,SouS la interactionsdirection de dernière recherche a porté sur le champ muséal CÉLINE SCHALL, MARION COLAS-BLAISE ET GIAN MARIA TORE directionet la médiation de Dr. au lCélineuxembourg Schall, (Fnr, 2011-2014). Prof. évolution esthétique et défis insti- Dr. Marioncet ouvrage Colas-Blaise en est un des résultats. et Dr. Gian tutionnels OrganiséePARLONS par Prof. MUSÉEDr. Nathalie !Roelens, MariaMarion Tore, Colas-Blaise Luxembourg, est professeur Binsfeld, à l’université Dr. Thomas Vercruysse, Jeroen Claessen du luxembourg. elle est spécialisée en sémio- PANORAMA DES THÉORIES ET DES PRATIQUES novembretique et en2014 linguistique. Parmi ses ouvrages, Organisé par Dr. Paul di Felice et Pierre et Julien Jeusette, l’université d’été visait en codirection : Identités (luxembourg, 2006), Quels sont les enjeux de la constitution des collections de musée et Le sens de la métamorphose (limoges, 2009) Stiwer de Café-Crème Edition et assistés à qu’apportes’interroger leur sur étude les rapports ? comment entre définir la ville la médiation muséale et quels Parlonset Lamusée question ! propose polyphonique une ouréflexion dialogique paen de Cristina Dias de Magalhães, le colloque etsont ses lesreprésentations apports des médiations littéraires, dites à jauger « innovantes » ? Quels problèmes sciences du langage (Metz, 2010). noramique sur l’institution muséale et a réuni des chercheurs universitaires et la spécifiqueslégitimité de pose la géocritique l’exposition , dediscipline l’art contemporain qui ? et enfin, quel est interrogeGian Marianon seulementTore est enseignant-chercheur la définition duà des directeurs d’institutions européens à prônel’intérêt une pour appréhension les musées de plus mieux « connaîtreréféren- leurs publics ? l’université du luxembourg. il est spécialisé en musée,sémiotique, mais la communicationmanière dont et art.différentes Ses cours la Neimënster le 27 novembre. Parmi les tielle » des lieux par rapport aux études an- portent sur l’étude de films et sur l’étude des le « musée » apparaît souvent comme une évidence. institution de la sciencesmédias. contribuent il codirige la à revue en cerner internationale l’évolution Signata intervenants on trouvait M. Todic (Bel- térieuresculture parplus excellence, portées sur il a l’imaginairepour missions des la recherche, la conservation, actuelle.– Annales D’un des côté, sémiotiques/Annals des chercheurs of Semiotics inter et,- grade) The Institutional and Virtual Photo espaces,l’étude età lamesurer présentation l’impact de collectionsde la fiction aux publics. or, il en existe de avec la cinémathèque de luxembourg, l’ « univer- nationauxsité populaire expliquent du cinéma comment ». l’anthropo- Databases in Serbia, B. Koklesova (Bratis- surtoutes les politiquessortes, visant urbanistiques des objectifs et etenfin des publics à variés. en ces temps de crises, on peut s’interroger sur les usages de ces musées et sur leur logie, l’histoire, la sémiotique, les sciences lava) Humor, Joke and Absurdity in Slo- puiser dans le littéraire pour réhabiliter des avenir. la question se pose avec plus de force encore au luxembourg, où

de l’information et de la communication, vak Photography, F. Poos (Luxembourg) la direction de pratiques cheminatoires lentes et désinté-

S les publics sont particulièrement hétéroclites et où les nombreux musées

le marketing, la didactique, la sociologie, Photographs - Objects to Think Sou CÉLINEWith! SCHALL, MARION COLAS-BLAISE ET GIAN MARIA TORE Parlons Musée ! Panorama des théories et des pratiques , resséespeuvent (flânerie, jouer des rôlesbalade sociaux, urbaine, économiquesslow city). et identitaires majeurs. les sciences de l’éducation ou la psycho- M. Moresopoulos (Athènes) 30 years of 978-2-87954-283-6 978-2-87954-283-6

logie peuvent enrichir notre connaissance New Greek PhotographySB n , C. de Jaeger Les journées se sont articulées autour de i du musée. D’un autre côté, des dossiers (Bruxelles) Photography and New Media, trois axes privilégiés : thématiques, rédigés par des profession- J.-L. Soret (Paris) Exhibiting Contempo- • Écrire la ville nels (essentiellement luxembourgeois), rary Image, K. Majak (Varsovie) Warsaw • Lire la ville donnent lieu à un réel échange de points Photo Days – Introduction. • Pratiquer la ville de vue entre les acteurs du champ muséal, Outre des conférences-débats classiques, qui questionnent ainsi concrètement leurs Le colloque a été clôturé par la présen- divers ateliers créatifs (entre autres, un pratiques. tation de la publication 1984-2014 Ca- atelier de cartographie littéraire ; un atelier fé-Crème : Visual Culture and European perecquien d’épuisement d’un lieu) ont été Photography. mis en place, qui sont appelés à faire école dans d’autres pays à l’avenir.

Une publication sous forme d’ouvrage collectif est en cours. 33 STATEMENT

Alexander Schmidt Postdoc researcher

Reseach unit INSIDE, Institute for Health and Behaviour

Why did you come to Luxembourg and What are you current research activities? What kind of plans do you have after join the University? your stay at the University of Luxem- My research is based on two main foci: a) bourg? The opportunity to work in an internationally atypical and/or paraphilic sexual interests established workgroup on Health Promotion and b) self-regulation of sexual, aggressive, I am trying to get a position as a professor. and Aggression Prevention as well as in a mul- substance abusing and offending behavior; tilingual cross-cultural research environment both from an applied as well as a fundamen- Do you think that the professional was very appealing to me. tal scientific perspective. A large fraction of experience acquired at the University my research includes indirect latency-based of Luxembourg will be helpful for your Where did you work before? measures designed to tap into automatic be- further career in research? havioral precursors/diagnostic indicators. I had a position as Postdoc Research Assis- I am sure that the professional experiences tant in the workgroup of Rainer Banse at the At present I am working on acute sexual that I gained at the University of Luxembourg University of Bonn, Social & Legal Psychology arousal as a risk-factor for problem behavior as well as all the opportunities that have al- in Germany. as well as on brief interventions based on so- ready been made possible will be beneficial to cial-cognitive changes of individual narratives my further research career. and self-representations. 34 RESEARCH

research priority in education DEALING SUCCESSFULLY WITH MULTILINGUALISM AND DIVERSITY

ultilingualism and diversity of cultural, advantaged in school, especially if their lin- veloped as evidenced by several ongoing Mreligious and social backgrounds is a re- guistic and cultural backgrounds differ. The third-party funded research projects. ality in many societies in Europe and all over problem of equity, fairness and norms in ed- the world. Due to globalization and migration, ucation is – among many other important is- In the context of this priority, the above multilingual and intercultural communication sues – one of the most urgent in the current mentioned phenomena are being investigat- has become common practice in important situation and asks for innovative thinking and ed within a broad and interdisciplinary range societal domains such as business, science research approaches. of research fields and using educational, di- and education. In numerous countries - Lux- dactic, linguistic, psychological, cognitive, embourg is an excellent example - multilin- Themes and Structures neuro-scientific, historical, sociological and gualism and multiculturalism also form an anthropological approaches. The ECCS (Ed- important part of the nation’s history and The University of Luxembourg addressed ucation, Culture, Cognition, and Society) re- identity. Moreover, the traditionally multilin- these challenges through the creation of a search unit of the University of Luxembourg gual Luxembourg has a significant proportion research priority in the field of education, fo- has played a leading role in establishing this of immigrants and border commuters and cusing on multilingualism and diversity, which research priority, with Prof. Dr Adelheid Hu as welcomes a large international community. started its work in July 2014. Multilingualism head and Prof. Dr Christine Schiltz as deputy and diversity in education closely align with head. They are supported by a steering com- In the field of education, diversity consti- the overall strategic planning of the Faculty. mittee, an advisory board, a research coordi- tutes an opportunity but also presents major Both education and multilingualism are im- nator and an administrative aid. The research challenges. For example, empirical evidence portant research areas: education has been priority facilitates important collaborations, has demonstrated that pupils with a low so- a research priority since the first four-year not only with other researchers within key cio-economic background are severely dis- plan, and research in this area is well-de- research areas at faculty level, but equally > Research priortiy steering committee (from left to right): Gabriele Budach, Andreas Hadjar, Adelheid Hu, Antoine Fischbach (Deputy coordinator), 35 Constanze Weth, Christine Schiltz, Peter Voss. Not in the picture: Pascale RESEARCH Engel de Abreu, Romain Martin, Justin Powell

with colleagues in other faculties and with Objectives and Outcomes grant proposals as well as the organization of the Luxembourg Centre for Educational Test- conferences, workshops, and public lecture ing (LUCET), a recently created research and The main goal is to gain new insights in re- series. Attracting and training high-quality transfer centre, placing particular emphasis lation to the phenomenon of multilingualism doctoral and postdoctoral researchers is also on developing appropriate evaluation and as- and diversity in education. Based on these a crucial concern. sessment tools that are adapted to the com- findings, the research priority will contribute plex multilingual and multicultural situation of to developing sustainable measures to en- The research priority intervenes not only at the educational system in Luxembourg. hance the educational systems and educa- decision-making levels through its close col- tional practices in Luxembourg and beyond. laboration with the Ministère de l’Education The research priority brings together research- nationale but also acts at grassroots level, by ers from across disciplines and faculties and Another important mission is the generation working together with local educational facil- is divided into the following five topics: and the dissemination of knowledge as well ities. An example of the productive dialogue as scientific and public outreach, especially that this kind of approach creates was the • Multilingualism in Early Childhood (Coordina- with Luxembourgish stakeholders, exemplify- two-day symposium entitled “Multilingualism tor: Associate Prof. Pascale Engel de Abreu, ing the University of Luxembourg’s emphasis and Early Childhood: Challenges for the Ed- Deputy: Associate Prof. Claudine Kirsch) on integrating itself into Luxembourgish so- ucational System,” held in March 2015. This • Multilingualism across schooling and tertiary ciety. This will be achieved through the publi- event brought together academics, policy education (Coordinator: Associate Prof. Con- cation of high-quality scientific outputs, the makers, educators and parents to discuss stanze Weth, Deputy: Dr Antoine Fischbach) provision of starting grants to develop strong future developments in early childhood and • Assessment and Diagnostics in Multilin- projects, and the submission of collaborative language in Luxembourg. gual Contexts (Coordinator: Prof. Dr Romain Martin) • Education Systems, Inclusion and Diversi- ty (Coordinators: Associate Prof. Andreas Hadjar and Prof. Dr Justin Powell) • Migration, Language Trajectories and Infor- mal Learning (Coordinator: Associate Prof. Gabriele Budach)

The research priority is part of an international network of research institutes and research groups in the field of multilingual education and diversity, including, for example the Universities of Hamburg and Shef- field, and the Babylon Center Tilburg, which offer excellent opportunities to its members for collaborations across countries and disciplines as well as productive exchanges of research methods and results. It has been a driving force in establishing the research network “Cognition and Assessment in Multi- lingual Learning Environments” of the Univer- sity of the Greater Region and of a proposal for an EARLI Special Interest Group on “Lan- guage in Learning and Instruction.” Left: Adelheid Hu, head. Right: Christine Schiltz, deputy head. 36 PAGEHEAD

Viele Sprachen, viele Kulturen UND EIN SPANNENDER INTERDISZIPLINÄRER FORSCHUNGSSCHWERPUNKT: KEY RESEARCH AREA MEHRSPRACHIGKEIT UND INTERKULTURELLE STUDIEN

uxemburg – das sind Menschen aus über Sprecher des noch jungen interdisziplinären miotiker und Geografen. „In der Forschung L140 Nationen, die ihre Sprache und ihre Schwerpunkts, der im Jahr 2014 an der Fa- der einzelnen Fachbereiche gibt es schon Gebräuche im Gepäck haben und so ein ein- kultät ins Leben gerufen wurde. länger zahlreiche Aktivitäten im Bereich der zigartiges kulturelles Gefüge mitbestimmen. Mehrsprachigkeit und Interkulturalität“, sagt Luxemburg, das sind allein drei Amtsspra- Eine Plattform, die Aktivitäten bündelt Dr. Christian Wille, wissenschaftlicher Ko- chen, das sind Europäische Institutionen, ordinator des Schwerpunkts, der auch das Banken und Unternehmen, in denen Mitar- „Mehrsprachigkeit und Interkulturelle Stu- thematisch verwandte „UniGR-Center for beiter aus unterschiedlichsten Kulturen zu- dien“ ist kein Studiengang, sondern ein in- Border Studies“ koordiniert. Und so habe sammenkommen. Luxemburg ist ein Land der terdisziplinärer Arbeitsschwerpunkt. Eine Art sich vor etwa fünf Jahren der Wunsch her- Grenzgänger, des Einflusses von außen und Plattform, die in der geisteswissenschaft- ausgebildet, diese Aktivitäten zu bündeln und des regen kulturellen Austauschs. Sprachen lichen Fakultät verankert ist und der aktu- stärker sichtbar zu machen. Hintergrund ist und Kulturen kreuzen sich in Vergangenheit ell etwa 20 an der Universität Luxemburg eben die besondere Situation in Luxemburg: und Gegenwart. „Ein ideales Labor also für beschäftigte Wissenschaftler angehören. viele Nationen und Kulturen - und eine junge unseren Forschungsschwerpunkt Mehrspra- Es sind Sozial- und Kulturwissenschaftler, Universität, die in diesem spannenden Um- chigkeit und Interkulturelle Studien“, fasst darunter Historiker, Literaturwissenschaft- feld derzeit wächst und international immer Prof. Dr. Dieter Heimböckel zusammen. Er ist ler, Soziolinguisten, Sprachdidaktiker, Se- bekannter wird. > Links: Christian Wille, wissenschaftlicher Koordinator der Key research area MIS Rechts: Dieter Heimböckel, Sprecher der Key research area MIS

Zukunftsträchtiger Forschungsbereich

Als zukunftsträchtiger und förderungswür- diger Forschungsbereich mit eigenem Profil wurde „Mehrsprachigkeit und Interkulturelle Studien“ in den Vier-Jahres-Plan der Univer- sität aufgenommen. Und schon nach einer relativ kurzen Vorbereitungszeit konnte der Bereich dann im Jahr 2014 starten. „Dass es so schnell ging, liegt vor allem an dem sehr guten Klima, das unter den Kollegen herrscht, und an der guten interdisziplinä- ren Zusammenarbeit“, betont Koordinator Dr. Christian Wille. Zudem bedient der neue Forschungsschwerpunkt auch wesentliche strategische Hauptpunkte des neuen Rek- tors der Universität Luxemburg, Prof. Dr. Rainer Klump: „Universität und Luxemburg“, „Europa“ und „Digitalisierung“. Eine gute Vo- raussetzung, um nachhaltig im universitären Geschehen verankert zu werden und dieses umgekehrt zu bereichern. Symposium Multilingualism – Approaches and Research Perspectives. Society – Education – Literature Inhaltlicher Austausch ist reizvoll

Die Attraktivität des Forschungsschwerpunkts Symposien, Vorträge, Ringvorlesungen sche Exzellenz am Comer See, mit dem eine liegt nicht nur darin, dass es eine gemeinsa- und Workshops langfristige Partnerschaft angestrebt werde. me Plattform gibt, die überdies im engen Aus- Schon jetzt veranstaltet der Arbeitsschwer- tausch mit der Forschungspriorität „Educati- Die Themen begegnen den Forschern dabei punkt der Universität Luxemburg Symposien, on“ an der Universität Luxemburg steht. Vor in Politik und Alltag: Welche Probleme, Her- Vorträge, Ringvorlesungen und Workshops. allem die inhaltliche Diskussion ist reizvoll. Und ausforderungen und Chancen gibt es rund um Auf lange Sicht können sich die beteiligten das nicht nur innerhalb der Universität, an der das Phänomen Migration? Welche Antworten Wissenschaftler aber durchaus vorstellen, sich gelebte Interkulturalität widerspiegelt, gibt es auf internationale Konflikte? Welche dass sich aus dem Forschungsschwerpunkt sondern auch auf internationaler Ebene im Zu- interkulturellen Kooperationen bestehen in eine Priorität der Universität Luxemburg ent- sammenspiel mit anderen Universitäten. „Wir der Grenzregion, beispielsweise in Museen, wickelt. „Die bei uns entwickelten Kompeten- haben sowohl sogenannte travelling concepts, an Theatern oder in sonstigen Institutionen? zen kommen schließlich der Profilbildung der also Begriffe, die auf Reisen sind, als auch Was macht Grenzgängertum aus – sei es im Universität Luxemburg zugute“, sagt Prof. Dr. Wissenschaftler, die aus unterschiedlichen Arbeitsleben, sei es im kulturellen Zusam- Dieter Heimböckel. Im Moment habe der in Perspektiven und in unterschiedlichen Welten menleben? „Wir haben dabei Luxemburg in der geisteswissenschaftlichen Fakultät an- ihre Forschungsfelder erkunden“, erklärt Prof. seiner ganz speziellen Situation, ferner Euro- gesiedelte Schwerpunkt einen soliden Netz- Dr. Heimböckel die sprichwörtliche Grenzenlo- pa und schließlich den Vergleich beider Felder werkcharakter. Auch Koordinator Dr. Christi- sigkeit der Forschungsarbeit, die sich in den im Blick“, erläutert Prof. Dr. Heimböckel die an Wille blickt zuversichtlich in die Zukunft. verschiedensten Themengebieten und For- drei Ebenen und betont gleichzeitig: „Was wir „Schließlich arbeiten viele Kollegen der Uni- schungseinheiten abspielt. Dementsprechend erforschen, steht dabei aber nicht als pars versität Luxemburg an Themen, die für uns könne es auch in der Forschungsarbeit keinen pro toto für ganz Europa.“ Vielmehr vergleiche relevant sind. Und in unserem Schwerpunkt angestrebten „Endpunkt“ der Untersuchungen man die spezifische Situation in Luxemburg ist schon in kurzer Zeit sehr viel passiert.“ geben, sondern nur einen laufenden Prozess mit anderen Grenzkonstellationen wie Itali- des Austauschs und der Bereicherung. Dabei en-Österreich-Balkanländer und Schweiz-Ita- würden die Begrifflichkeiten „Mehrsprachig- lien. So habe man gerade eine Zusammen- keit“ und „Interkulturalität“ stets neu zwi- arbeit mit der Villa Vigoni begonnen, einem schen den Kollegen verglichen und verhandelt. Deutsch-Italienischen Zentrum für Europäi- 38 RESEARCH

making the future sustainable SUSTAINABLE DEVELOPMENT, A KEY RESEARCH AREA OF THE FACULTY

ustainable development in the broad- the orientation of technological improve- with the full implications on socio-economic Sest sense is one of the University’s key ments and institutional structures have to be relationships. Hence the logic of appointing research areas. This topic is defined in the consistent with future and current needs.”* Professor of Economics and IRSEI co-head 2014-2017 four-year plan as including “social This goes beyond environmental concerns, Conchita D’Ambrosio as faculty coordinator cohesion, health, governance and engineer- involving issues such as creating efficient for this key research area. Vice coordinator ing.” These are areas of central concern for lifelong education systems, and the personal is Prof. Dr Markus Hesse, a professor of Ur- many within the University and Prof. Dr Con- and social impact of fast changing econo- ban Studies with the IPSE research unit. “The chita D’Ambrosio is coordinating this effort mies and cultures. The Faculty is well-posi- likes of human geography and spatial plan- within the Faculty. “I welcome the opportuni- tioned to analyse these trends. ning look at the ramifications of development ty to encourage work across disciplines with and investigate current strategies aiming for the ultimate aim of discovering new ways to Integrating the many dimensions of de- more integrated, sustainable development,” improve lives over the long term,” she said. velopment explained Prof. Dr Hesse.

This is multi-faceted work. The University de- The Institute for Research on Socio-Eco- “Sustainability is an increasing preoccupation fines sustainable development as: “a process nomic Inequality (IRSEI) within the INSIDE in my discipline of economics,” noted Prof. Dr of change, where the use of natural resourc- research unit is a more specific example. D’Ambrosio. “Beyond the use of physical and es, the structure of economic investment, This PEARL-FNR research programme deals human resources over the long term, the im- > Conchita D’Ambrosio and Markus Hesse, coordinators of the key research area 39 Sustainable development RESEARCH

plications for society are central,” she added. sion makers, voters and taxpayers, as well as Hence social and human capital, as well as international organisations and colleagues. economic capital, needs to be understood and managed sustainably. Organisational work related to this key area began in the summer of 2014. The first steps Increasingly hot topic have been to raise awareness and encourage contacts across the Faculty. The initial idea is Powerful demographic forces such as extend- to increase mutual understanding of how col- ed life expectancy and falling birth rates are leagues work and how this could inform coop- causing change, putting strain on our highly erative ventures. At the moment, this is driv- developed economies, societies and cultures. en by formal meetings and person-to-person Answers are needed, globally and locally. Ar- contacts, with up-coming events such as eas of investigation include socio-economic local, regional and international conferences. and inter-generational inequality and the no- tion of well-being. Making innovative connections

Against these continent-wide trends, Lux- The key area has generated interest from dif- embourg faces its own challenges. As a Eu- ferent institutes such as the Institute of Ge- ropean capital and global financial and busi- ography or the Institute for Research on Gen- ness hub, it has generated growth but also erations and Family. “Alongside our efforts to inequalities nationwide and in the Greater increase the focus on work related to sustain- Region. Cross-border working and immigra- able development within the Faculty, we want tion are having implications for the environ- to cooperate with researchers from across the ment, society and culture. This is set against University, particularly natural sciences and the background of an education system un- engineering,” said Prof. Dr D’Ambrosio. This der strain, generous social welfare provision work will contribute to the University-wide and evolving political realities. sustainable strategy as part of which a Cell for Sustainable Development was founded in Prioritising increases focus 2009. Moreover, the University is part of the International Sustainable Campus Network. “Making sustainable development a research key area helps us focus on these challeng- “Interdisciplinary working is challenging, as es,” explained Prof. Dr D’Ambrosio. “This will we have to learn the scientific languages used promote greater interdisciplinary cooperation by our colleagues, even if the tools are fun- within our research units, within the facul- damentally similar,” Prof D’Ambrosio noted. ty and ultimately across the University,” she “This work is often very rewarding and makes added. There is no intention to be prescriptive, the effort worthwhile, hence the importance with researchers maintaining their ability to of us all finding innovative ways to contribute work on any important project. Yet this will to these research priorities,” she added. give greater focus as new research topics and interdisciplinary work are planned. Also, this * From “Our common future”, Oxford University Press will help give greater definition to the Univer- (1997) in the University’s Strategic Action Plan sity’s work in the minds of local political deci- Fernand Anton, head of the > 40 research group “Stress, Pain and INSIDE Pain Modulation”

> can we train our brain to block pain?

Evidence has been found that the mind can be trained to block-out persistent physical pain. This conclusion resulted from work conducted within the INSIDE research unit by Fernand Anton, Professor of Biological Psychology, and Dr Raymonde Scheuren, the lead researcher in this study. Prof. Dr Anton manages both the animal and the human pain research laboratories in the unit.

t is a common experience that we can mask tone sounded in the volunteers’ earphones. pain. Further research is needed to determine Isudden acute pain in one part of the body by This process was repeated several times. if this effect is due mainly to the mind con- causing discomfort elsewhere. When we bang trolling the release of pain-deadening hor- our head we might pinch ourselves to diminish “Our hope was that we could provoke a Pav- mones, or if this is more a subtle mental trick. this accidental pain. More than just satisfying lovian response, in that the volunteers would our desire to do something, this reaction has experience the pain reduction in their feet There is potential for helping patients re- a firm basis in human physiology. “This reflex when we only played the ring-tone,” com- duce their reliance on anaesthetic drugs, in is a well known to psychologists,” commented mented Prof Anton. This is a reference to the a cheaper and more effective fashion. This Prof. Dr Anton. “The most commonly accept- celebrated experiment by the Russian phys- research might also give insight into psy- ed explanation is that it enables us to react iologist Ivan Pavlov. He rang a bell and then chosomatic disorders. Many people feel pain to a new threat which may be even more dan- gave his dogs food, repeating this several despite there being no physical cause, a con- gerous than the cause of the original pain.” times until eventually the dogs started to sal- dition which is thought to be due to mental ivate simply in response to the bell. stress. “Similar learning effects may be in- “This has just a temporary, short-term effect, volved in the enhancement and maintenance but we wanted to see if there is potential to Sure enough, the ringtone was sufficient to of pain in some patients,” added Dr Scheuren. harness this longer term,” commented Dr reduce pain for a significant period. The peo- Scheuren. They devised an experiment where- ple being tested not only reported feeling sig- The research was conducted as part of Dr by a constant electric shock was adminis- nificantly less pain, but there were also fewer Scheuren’s PhD thesis and it also result- tered to the feet of 32 volunteers, who would objective, measureable signs of pain, such ed in a scientific paper being published in a then dip a hand into a bucket of ice-cold wa- as activity in the muscles used in the facial peer-reviewed journal. “Beep Tones Attenuate ter. Sure enough, the perception of pain in the expression of pain, particularly frowning. This Pain following Pavlovian Conditioning of an foot disappeared, blocked by the new, sharp effect eventually dissipated, but the experi- Endogenous Pain Control Mechanism” ap- pain. The novelty of this experiment was that ment demonstrates a clear potential for peo- peared last year in PLOS One. when the hand was dunked, a telephone ring- ple to be able to train their brains to resist 41 PAGEHEAD 42 IPSE HIGHLIGHTS highlights INSTITUTE OF GEOGRAPHY AND SPATIAL PLANNING

The Institute of Geography and Spatial Planning is concerned with regional and local development and planning, European urban and spatial policy, political geography/political sciences and also sustainable development. The institute offers two study programmes: The Master in Geography and Spatial Planning and the Formation Continue en Aménagement du Territoire, a lifelong learning programme in spatial planning. http://geo.ipse.uni.lu

Internationale Tagung: Zertifi- Vorträge: Luxembourg Lectures in Research project: Human and zierungssysteme für nachhaltige Geography and Spatial Planning Environmental Security in Border Stadtquartiere Regions Im Rahmen der Vortragsreihe „Luxem- Am 30. Juni veranstaltete die Cellule na- bourg Lectures in Geography and Spatial During 2014, the University of Luxem- tionale d’Information pour la Politique Ur- Planning” berichten Gastvortragende in bourg-funded “Human and Environmental baine (CIPU) zusammen mit dem European regelmäßigen Abständen zu einem aktuel- Security in Border Regions: Cross-Regional Urban Knowledge Network (EUKN) eine len Themenfeld der Geographie, um somit Perspectives” (HUMENITY) research project Tagung zum Thema „Zertifizierungssyste- die Kommunikation innerhalb des Faches, neared its conclusion. HUMENITY’s original- me für nachhaltige Stadtquartiere“. Etwa sowie in den Forschungseinheiten und in ity was its implementation of a cross-re- 60 Teilnehmer aus Politik, Praxis und Wis- der gesamten Fakultät, mit internationalen gional, comparative analysis of human and senschaft nutzten die Gelegenheit, um ein Kollegen und der breiten interessierten Öf- environmental security, building on research gemeinsames Verständnis von Zertifizie- fentlichkeit anzuregen. agendas which have emerged in the Consor- rungssystemen und Gütesiegeln und deren tium for Comparative Research on Regional Anwendbarkeit auf die Planung neuer nach- Im Herbst 2014 wurde in drei Gastvorträgen Integration and Social Cohesion (RISC). haltiger Stadtteile zu schaffen, sie kritisch von Prof. Dr. Dorte Jagetic Andersen, Uni- zu analysieren und über deren mögliche versität Süddänemark, Prof. Dr. Martin van In addition to the conferences, workshops Übertragbarkeit auf die Rahmenbedingun- der Velde, Universität Nijmegen, und Dr. and publications developed as part of the gen des Luxemburger Planungssystems Cathal McCall, Queen’s University Belfast, project, the highlight of HUMENITY was the nachzudenken. das Thema „Border Studies“ beleuchtet participation of Ms. Evangelina Arce in the und mit durchschnittlich 35 Teilnehmern 2013 LABEL Conference which was held in Mit Hilfe von Erfahrungsberichten aus der diskutiert. Ferner konnten Kollegen der Luxembourg. in- und ausländischen Praxis wurden die UniGR-Partneruniversitäten die Vorträge Grundprinzipien der Zertifizierung erläutert per Live-Stream sehen. Ms. Evangelina Arce is the mother of Sil- und der aktuelle Stand der Entwicklung via Arce who disappeared in Ciudad Juarez von nationalen und internationalen Zertifi- Zukünftig soll diese Vortragsreihe die Viel- in 1998. Since then, she has been a leader zierungssystemen für neue Stadtquartiere falt der Themen, die am Institut für Geo- in the movement for justice for women in präsentiert. Zudem wurden die Potenziale graphie und Raumplanung geforscht und Juarez, a city which has witnessed femi- und Grenzen des Einsatzes von Gütesiegeln gelehrt werden, präsentieren und zu kriti- cide since the 1990s. Her activism has led diskutiert. schen Diskussionen anregen. to death threats and even physical attacks. Ms. Arce is a remarkable woman and it was an honor to host her in Luxembourg. 43 ECCS HIGHLIGHTS highlights INSTITUTE OF EDUCATION AND SOCIETY (InES)

Focusing on educational challenges, the Institute of Education and Society had a very successful year in terms of research projects, publications, and organising international conferences. New research projects focus on the impact of research policy on education research and on challenges resulting from industrialisation and migration. Two projects, successfully continued or completed, deal with curriculum construction and ideals of citizenry (Prof. Dr Daniel Tröhler) and with collaborative learning among peers (Dr Pat- rick Sunnen). Researchers in the institute edit two major journals in the field and a number of book series from major international publishers. Institute members also engaged international scientific communities by organizing three international conferences in Luxembourg. One of the highlights was the successful PhD defense by Catherina Schreiber Curriculum and the Making of the Citizens. http://ines.eccs.uni.lu

International conference: Learn- International conference: How ed- Research project: Fabricating Mod- ing Together to Live Diversity: ucation systems shape educational ern Societies Comparing Inclusive Schooling in inequalities Europe In terms of new research projects, the fol- From 2-4 July, an international conference low-up project “Fabricating Modern Soci- The cross-national network collaborating on “How education systems shape educa- eties: Industries of Reform as Educational on the project “Teaching Diverse Learners tional inequalities” took place at the Ab- Responses to Societal Challenges (ca. in School Subjects” (TdiverS), funded by baye de Neumünster, organised by Associ- 1880-1930) – Part 2” (PI Associate Prof. the European Commission (Comenius), held ate Prof. Andreas Hadjar and funded by the Karin Priem) has broken new ground by its first annual conference in Luxembourg. FNR RESCOM scheme and the Faculty. The adding to the focus on reform initiatives in Organised by Michelle Brendel and Prof. Dr scientific committee included experts on the sphere of health education (Dr Klaus Justin J.W. Powell with the Ministère de the comparison of education systems and Dittrich and Dr Geert Thyssen) and profes- l’Education nationale and Info-Handicap educational inequalities from the US, Ger- sional orientation and technical-vocational Luxembourg, the international confer- many, Finland and Luxembourg. The con- education (Dr Frederik Herman) a focus on ence “Learning Together to Live Diversity: ference attracted 120 scientists from 24 housing and consumer culture (Ira Plein), Comparing Inclusive Schooling in Europe” countries (Europe, Asia and America) who child and youth welfare (Irma Hadzalic) and (14./15.11.2014) built bridges between participated in keynote speeches, plenary archiving and heritage-making (Françoise countries, organisations and social groups. sessions, round table talks and a poster Poos). FAMOSO and FAMSOSO-2 in gener- Scholars, teachers, students, advocates session. At the core of the conference, al adopt cross-national, multicultural and and community members exchanged “in- the question of how institutional settings interdisciplinary perspectives and put em- spiring practices” found in schools in the seem to guarantee lowest inequalities in phasis on culture-anchored material, social, US, Sweden, Spain, Luxembourg, Lithuania, educational attainment along the axis of educational and economic transformations Iceland, Germany and Canada. Participants social origin (class), gender and migration of modern societies under conditions of shared knowledge and experiences devel- background (ethnicity) was discussed. An- modernisation, industrialisation, technical oping inclusive schooling, compared the other major issue related to the methodol- innovation, internationalisation, medicali- implementation of the UN Convention on ogy of how to analyse education system in- sation, changes of live styles and consump- the Rights of People with Disabilities, and fluences on advantages and disadvantages tion patterns, aesthetical reforms, cultural discussed scaling-up “inspiring practices” of societal groups. transfer, and migration. within countries and learning from others how to improve schooling by making curricula more inclusive. 44 STATEMENT

Nikolaos Gogonas Postdoc researcher

Research unit ECCS, Institute of Applied Educational Sciences (AES)

Why did you come to Luxembourg and What are you current research activities? What kind of plans do you have after join the University? completion of your AFR Postdoc project? My project is entitled “Family Language Poli- Luxembourg is the place to be when you study cies among Greek Migrants in Luxembourg”. I would like to continue my research on “cri- multilingualism like I do, and this is also one The study aims to explore which policies and sis-led” migration from Southern Europe, and of the research priorities of University. practices parents implement to promote or on discourses of inheritance and identity. discourage the use and practice of particular Where did you work before? languages. I ask how these language policies Do you think that the professional and practices are negotiated in private do- experience acquired at the University I worked for many years with linguistically and mains. The pedagogical goal of the study is of Luxembourg will be helpful for your culturally diverse high school pupils in Athens, to enhance awareness among teachers and further career in research? and I have also taught at the Hellenic Open policy makers in Luxembourg of migrant lan- University, the University of Athens and the guages. Yes. I am gaining valuable experience in pro- University of Thessaly. ject management and I am also developing my publication record. 45 STATEMENT

Sandra Camarda Postdoc researcher

Research unit IPSE, Institute for History

Why did you come to Luxembourg and returning to academia with a research project Do you think that the professional join the University? on the stereotypical representation of Sardin- experience acquired at the University ians in the early anthropological photography. of Luxembourg will be helpful for your I had relocated to the Greater Region with my further career in research? partner and discovered the remarkable histor- What are you current research activi- ical photographic collections held in the local ties? Working in Luxembourg in a stimulating mul- archives. I found the distinctive social, political ticultural environment has been a valuable ex- and cultural history of Luxembourg particular- I am interested primarily in the history of pho- perience and a great opportunity to establish ly fascinating. The strong sense of belonging tography and in visual and material culture. new contacts and share ideas. that coexists with an openness to multicultur- My project explores how illustrated postcards alism made it an ideal context for the explo- of Luxembourg have historically contributed ration of issues of identity and nationhood. I to build and sustain a sense of belonging and proposed a research project and received im- national identity. mediate support from the University. What kind of plans do you have after com- Where did you work before? pletion of your AFR-Postdoc project?

I completed my doctoral studies in visual an- I would like to continue doing research in thropology at UCL, in London. After that, I Luxembourg, particularly on the photographic briefly worked for an Italian publishing house, material related to the First World War. 46 RESEARCH

Luxembourg centre for educational testing BUILDING A CENTRE OF EXCELLENCE

nique insight into educational develop- There are four target groups nationally: environment. This is a systematic, institu- Ument in a multilingual environment is be- • Policy makers taking structural decisions tionalised process designed specifically for ing given by the Luxembourg Centre for Edu- about the education system and other in- the situation in Luxembourg and its small cational Testing (LUCET). This newly created terested stakeholders size. The focus is on core academic areas (in- centre will follow students‘ key competencies • School leaders who interpret policy locally itially literacy and numeracy) and on regular and intellectual development, their language and strive for school quality development testing. When fully established, the Centre background and socio-economic situation • Teachers who adapt teaching methods will coordinate tests to be taken every year throughout their school careers. As well as based on their students‘ capabilities in grades 1, 3, 5, 7 and 9. This means the first offering direct practical uses to the country‘s • Students and parents who can work on de- assessments will be conducted at six years education professionals, this data will be of veloping learning strategies of age going on until, normally, 14 or 15. unique value to the world research community. Helping fact-based decision making Alongside this, students fill out wide ranging “We collect and process data, converting it questionnaires on attitudes to school work to a useful, understandable form for a range Many countries conduct testing of this type, and their futures, as well as details about of actors in the education system,” explained but only few are able do so this frequently, socio-economic backgrounds and language Prof. Dr Romain Martin, the Centre’s Director. nor do they operate in such a heterogeneous use. “This is very useful information and en-

Lucet Team: Rachid Boualam, Véronique Cornu, Pascale Esch, Antoine Fischbach, Eric François, Sylvie Gamo, Max Greisen, Carol Halpern, Thierry Heck, Danielle Hoffmann, Caroline Hornung,Tomas Kamarauskas, Ulrich Keller, Willibrord Koch, Dalia Lorphelin, Romain Martin, Marianne Milmeister,Claire Muller, Monique Reichert, Markus Scherer, Philipp Sonnleitner, Carlos Tourinho, Sonja Ugen, Denise Villanyi, Christiane Weis 47 RESEARCH

ables an independent assessment of existing policies and the curriculum,” noted Romain Martin. “Given the disparities that define todays’ national education system, in depth analysis of competencies in relation to their socio-economic and language backgrounds is indispensable,” he explained further.

Uniquely detailed longitudinal data

Research also benefits hugely from this work “This data helps us see the fine detail about our linguistically heterogeneous school population, giving us the opportunity to really understand how individuals learn,” Romain Martin commented. “This longitudinal, multi-facetted approach allows us to track student careers, while understanding a great deal about their background and circum- stances when the tests were taken.” There is a real possibility that LUCET could play a key role in helping the University become a Press conference for the launch of LUCET: Romain Martin, head of LUCET, Georg Mein, dean of the global centre of excellence in this area. Many Faculty, Claude Meisch, minister of education, Rolf Tarrach, former president of the University. countries are interested in this topic as they face similar challenges posed by increased cross-border worker mobility.

Pushing the technology boundaries (ECCS) research unit with which LUCET col- year planning and preparation period, the Technological development is also at the laborates closely. “Again this is an area for Centre was founded in July 2014. heart of the Centre‘s work. “For example, which the University of Luxembourg could tablet computers will become commonplace become a global centre of excellence,” com- Romain Martin applauds this move: “I am very in the classroom and this will give us excit- mented Prof. Dr Martin. happy we have this model. The government ing new assessment possibilities,” noted recognises the need for reliable information to Prof. Dr Martin. LUCET is working on moni- A guarantee of independence inform evidence-based policy making. Having a toring the way students use tablets to see clearly defined independent Centre strength- how students learn and to test their capa- LUCET is a continuation, expansion and insti- ens our ability to deliver.” He points out that bilities. This offers the possibility of instant, tutionalisation of work that has been on-go- Germany has a similar system and hopes this constant assessment to enable teachers to ing for a number of years. It began in 2009 will become a broader trend. Tests are designed intervene quickly and accurately. Moreover, it with a five-year project funded by the Min- by the academics at LUCET following discus- would help researchers to analyse the learn- istry of Education in which tests and ques- sions about the general direction with the Min- ing process in great depth. tionnaires were initially only administered in istries of Education and Higher Education and grades 3 and 9. It was decided to continue Research. The Centre’s steering committee This is just one aspect of their work on IT and increase investment whilst revolutionis- consists of three government representatives assessment, with the most urgent task being the structure. The government decided to and three members of the University. ing to make the annual longitudinal testing create a separate body which would be more a simple, fully electronic process. They are free to give an independent assessment of As well as help for policy makers, school ad- also working on making the tests as neutral the state of the education system. Since ministrators, teachers, parents and children, and culture-fair as possible, particularly re- there was the possibility that the results Prof. Dr Martin is excited by the research garding language use. This is another aspect could imply criticism of government policy, possibilities. “I really expect this Centre of the overall work into learning and assess- and if the work continued to be conducted will become a magnet for researchers from ment in a multilingual environment at the within a ministry there could be the tempta- around the world as they seek ways to formu- Education, Culture, Cognition and Society tion to water down the results. After a two- late and test their ideas,” he said. 48 TEACHING

a rounded education with new doctoral schools

INTERDISCIPLINARY APPROACHES TO DOCTORAL EDUCATION

octoral schools play an important role ing in totally different directions,” added is to have one doctoral school for each re- Din helping University of Luxembourg re- deputy-head, Sonja Kmec, Associate Profes- search area. There are now eight at the Uni- search be as in-depth, interdisciplinary and sor in cultural studies. Thus students can be versity with the addition of these two. relevant as possible. As well as giving a boost unaware of insights relevant to them in their to the originality of research, these schools own and other disciplines being developed Three-facetted programmes equip PhD students with the skills they will nearby. need for their future careers in academia and The Faculty’s doctoral schools have a pro- elsewhere. Two new doctoral schools have All-round skills gramme with three streams: training for been created at the Faculty of Humanities each specific discipline; help with interdis- over the last year. With the Doctoral school “The days when all PhD graduates could be ciplinary learning; and teaching transferable in Educational Sciences already well estab- confident of securing an academic career are skills. Students can chose the modules that lished, the Faculty‘s doctoral students are over,” said Louis Chauvel, Professor of Soci- best meet their needs. For Prof. Dr Chauvel now fully covered. ology and Social Inequality and head of the much of this is the “institutionalisation of Doctoral school in Social Sciences. “There is things that already exist,” but it does take it “We have created a framework in which we a tough market out there, so we must equip to a new level. “We have new research tools can tackle common problems faced by many our students with some of the conceptual, and without the doctoral school we would not doctoral students,” noted Julia De Bres, methodological, and transferable skills they be able to offer these new techniques within Associate Professor in sociolinguistics and will need,” he added. A relatively new idea, the existing structures,” noted Claus Vögele, head of the IPSE-Doctoral school. “Students doctoral schools are increasingly popular in Professor of Clinical and Health Psychology concentrating on their own projects can feel Europe, and the first was launched just a few and deputy-head of the Doctoral school in isolated, and that their colleagues are work- years ago at the University. The ultimate aim Social Sciences. “We want to broaden ho- > Julia De Bres (first row) and Julia Kmec (last row) with 49 some of their students TEACHING

rizons and enhance research, adding value boosting readability and effectiveness in so- Work in progress without too much extra work,” noted Asso- cial sciences; teaching skills; how to apply for ciate Prof. De Bres. funding; project management; data mining; “Students are not compelled to join the quantitative methods; discourse analysis etc. schools, but there is increasing interest from IPSE offers programmes based around three Training is in small groups, enabling in-depth students driven by intellectual curiosity and themes: sustainable development; intercul- knowledge exchange, and they are run as seeking academic support,” noted Associate tural studies and identities; and European summer schools or weekly seminars. Prof. De Bres. There is also the bonus of up to and international governance. The focus is 20 ECTS points on offer, grants are available broad, reflecting the nature of the research Interdisciplinary work is at the heart of both to attend conferences and summer schools, unit. Multilingual teaching is a distinctive doctoral schools as they are being organised and participation is recognised on the di- quality with these courses provided through by the Faculty’s broad-based research units ploma. There is the prospect that doctoral a mix of French, German and English. The ini- rather than simply by disciplines. Moreover, schools could evolve to become the focal tial programme began in September 2014 and they welcome students from outside their points for funding. They would first secure continued in February with 26 students en- respective units and would even consider financial backing and then have the respon- rolled, with a maximum of 70 being targeted. working with researchers from other facul- sibility to attract students to match broad ties, the interdisciplinary centres and the goals. “We are in the development phase and The Doctoral school in Social Sciences is public research centres. “Interdisciplinarity listening to find out what people enjoy and dedicated to understanding social change works best when academics from different what other courses we could develop,” added and sustainable socio-economic develop- disciplines come together with a desire to Associate Prof. De Bres. ment. “We have specialists who are looking understand a phenomenon,” noted Prof. Dr at the macro, meso and micro level and we Vögele. The doctoral schools will help. see how we can blend them together,” noted Prof. Dr Vögele. “This is a challenge that presents a range of methodologies, but it is a positive one as it will expose PhD students to different research approaches to the same questions,” he went on. “For example we take those interested in macro economic balanc- es and others who are looking at qualitative individual studies, and then we mix,” agreed Prof. Dr Chauvel. Currently there are 40 PhD students working in this area and eventually all will be able to join.

Broad and narrow focus

Discipline-specific workshops focus on training in scientific methods, scientific writing techniques and specific ethical issues, and then there are tailored workshops on interdisciplinary working techniques. These courses are designed to suit the needs of each unit, with the University running transferable skills courses that are useful to all. Any student can apply to take these, but members of doctoral schools have priority.

Examples of subjects covered include: time and self-management; career development; presentation skills for scientific conferences; Left: Claus Vögele, deputy head of the Doctoral school in Social Sciences planning and writing quality scientific papers; Right: Louis Chauvel, head of the Doctoral school in Social Sciences 50 IPSE HIGHLIGHTS highlights INSTITUTE OF PHILOSOPHY

The Institute of Philosophy has research expertise in all main areas of modern and contemporary philosophy, with a particular focus on European themes. In particular, its research strengths pertain to the following areas: Kant and German Idealism, contemporary Kantian philosophy, epistemology and philosophy of mind, metaphysics, political philosophy, social philosophy, and philosophy of law. The research of the institute aims at improving our understanding of both the individual human mind and the social mind at large. http://philosophie.uni.lu

International conference series: Projet de recherche sur la théorie Research project: Contemporary BELUX Colloquia in Contemporary des systèmes Kantian Philosophy project Epistemology Dans le cadre de ses activités, le groupe At the end of August, the first phase of The “BELUX Colloquia In Contemporary d’études de la théorie des systèmes de the Contemporary Kantian Philosophy Epistemology”, a new research series or- Niklas Luhmann a organisé un colloque à (CKP) project came to an end. The pro- ganised in cooperation with Prof. Dr Chris Ottawa qui constitue la suite de celui du ject was carried out during the whole ac- Kelp from the Centre for Logic and Ana- Luxembourg en 2013. Il s’agit d’un com- ademic year 2013-2014 with the support lytic Philosophy, KU Leuven (Belgium), was mentaire coopératif, chapitre par chapitre, of the FNR Inter Mobility programme. The launched in 2014 with the goal of synergis- de l’ouvrage majeur de la théorie juridique project’s focus was on the exploration of tically combining the resources of the Uni- de Niklas Luhmann : Das Recht der Ge- Kantian themes in contemporary philoso- versity of Luxembourg and the KU Leuven sellschaft/ Law as a Social System). Les phy Prof. Dr Robert Hanna from the Uni- in order to conduct international top-level Actes viennent de paraître chez Georg versity of Colorado at Boulder (US), worked research in the area of epistemology. In- Olms sous le titre « Le droit : un système in close association with the “inner circle”, ternationally renowned researchers were social. Un commentaire coopératif », Georg i.e. the philosophical researchers at the invited to workshops on key issues that are Olms Verlag, 2015. Institute of Philosophy of the Universi- currently prospering and growing into major ty of Luxembourg, including the principal future theoretical developments. Par ailleurs, le colloque d’Ottawa a servi en investigator Prof. Dr Dietmar Heidemann, même temps à la préparation du workshop faculty members and graduate students The workshop on “Normative Epistemic qui aura lieu en mai 2015 à l’Université du from the Institute of Philosophy, as well as Reasons” organised by Prof. Dr Frank Hof- Luxembourg, à l’initiative de Lukas K. So- with an “outer circle” of international phil- mann in Luxembourg in July was a contin- soe, sur le thème : Systèmes psychiques osophical researchers working at universi- uation of another workshop on “Knowledge et systèmes sociaux. Il s’agit d’explorer le ties throughout Europe, the United States and Language” held in Leuven. Internation- statut que réserve la théorie des systèmes and Brazil. The outcomes of the project ally well-known philosophers such as David de Niklas Luhmann au concept du sujet de will be published in a collective volume. Owens, Clayton Littlejohn, or Conor McHugh la pensée moderne tout en défendant, pa- participated in the Luxembourg workshop. radoxalement, une épistémologie auto-lo- In 2015 further meetings and workshops on gique sans sujet. epistemic normativity and knowledge first virtue epistemology will be organised. 51 STATEMENT

Anne Carolina Ramos Postdoc researcher

Research unit INSIDE, Institute for Research and Innovation in Social Work, Social Pedagogy, Social Welfare (IRISS)

Why did you come to Luxembourg and social support networks of elderly migrants Do you think that the professional join the University? in Luxembourg. Besides that, I am active in a experience acquired at the University research group about ageing and education in of Luxembourg will be helpful for your Because of its high rate of immigrants, Lux- Brazil. Because of my interest in intergenera- further career in research? embourg is an inspiring place to develop social tional relationships, especially concerning the research. Furthermore, the University offers impact of an ageing society on children’s fam- Definitively. Prof. Dr Ute Karl, my team leader, an excellent multicultural environment. ily relations, I also study and research connec- helped me a lot in my academic development. tions between these two edges of life. After this experience, I have a stronger knowl- Where did you work before? edge of qualitative methods, migration studies What kind of plans do you have after your and long-term care. Furthermore, I feel more Before coming to Luxembourg, I worked as a stay at the University of Luxembourg? prepared to work in multilingual contexts, an researcher in Brazil and in Germany, where I interesting peculiarity of Luxembourg and its developed my PhD thesis. I will carry on working as a researcher in other University. institutes. However, my intention is to contin- What are you current research activities? ue collaborating with my colleagues from the University of Luxembourg to keep sharing our Most of my time I work in the BiSoNetMig pro- similar interests. ject, investigating the ways of living and the 52 ECCS HIGHLIGHTS highlights INSTITUTE FOR LIFELONG LEARNING AND GUIDANCE (LLLG)

Education, training, and counselling are increasingly linked to transitions over a life span, which include transitions from school to work, within the professional domain, from work to retirement, from employment to unemployment, and vice versa. During these critical phases, cognitive adaptation and learning strategies are needed, as well as analysis, evaluation and guidance, which the institute provides through its interdisciplinary research.

International conference: Dropping Research project: Launch of a re- Research agreement: Evaluation out of school is not a fatality! search project on unemployment of the initial vocational training reform Several members of the institute and of A FNR-funded project on unemployment the Association pour le Développement des normalisation under the leadership of Prof. A written agreement covering a five-year Méthodologies d‘Evaluation en Education Dr Claude Houssemand, Dr Anne Pignault study was signed with the Ministère de (ADMEE) participated in the second con- and Dr Raymond Meyers was launched in l’Education nationale in order to implement ference on school dropouts organised by September. The project studies the effects a qualitative and quantitative evaluation of the Laboratoire pour l’Accrochage Scolaire of the continuing high level of unemploy- the 2008 reform of initial vocational training et les Alliances Éducatives (LASALE net- ment on contributing to feelings that un- in Luxembourg. Conclusions of the findings work). As a follow-up to the conference in employment is normal. If the latter is the will also be communicated to the parlia- Monterrey in 2009, the colloquium gathered case, what are the consequences of this mentary commission on education in order hundreds of people from different coun- perception for subjective and objective pa- to contribute to a revision of the law. The tries on Campus Walferdange in May. rameters of the unemployment situation? reform has generated much criticism and To facilitate data collection, agreements resistance from stakeholders, but there Highlights of the conference included with Public Employment Services in France have also been many difficulties in imple- the keynote speeches of Marcel Crahay, (Pôle emploi) and Luxembourg (ADEM - menting the practical details of the new Youssef Tazouti, Elisabeth Bautier and Agence pour le développement de l‘emploi) modules-based system built on compe- Serge Larivée. The proceedings were pub- were signed. The objective of the study is tencies. In a first phase covering the years lished as an edited collection by Peter Lang to test the impact of the level of unem- 2014-2015, interviews are undertaken with Publishing under the title Les alliances édu- ployment normalisation, in interaction with the key stakeholders in order to uncover catives pour lutter contre le décrochage sco- other unemployment-related dimensions, the main difficulties, as well as the poten- laire. The complete proceedings of the con- on wellbeing, job search, and reemploy- tial benefits of the reform. More systematic ference are also available on: www.hepl.ch ment, in the context of the two different surveys with the main actors in the voca- economic situations of France and Luxem- tional schools will follow. bourg. 53 IPSE HIGHLIGHTS highlights INSTITUT FÜR DEUTSCHE SPRACHE, LITERATUR UND FÜR INTERKULTURALITÄT

Die Luxemburger Germanistik repräsentiert das Fach in seiner ganzen Breite (Linguistik, Mediävistik und Neuere deutsche Litera- turwissenschaft), wobei insbesondere Aspekte der Internationalisierung und der Interkulturalitätsforschung forschungsleitend sind. Ablesen lässt sich das an unterschiedlichen Forschungsprojekten, Tagungsaktivitäten und Publikationen. www.germanistik.lu

Forschungsprojekt: Prozesse der Forschungsprojekt: Identitätskons- Publikationsorgan: Zeitschrift für Internationalisierung im Theater truktion in mehrsprachiger Litera- interkulturelle Germanistik der Gegenwart tur: Ein Vergleich zwischen Belgien, Deutschland, Luxemburg und den Die Zeitschrift für interkulturelle Germa- Seit der Jahrtausendwende ist ein Prozess Niederlanden nistik (ZiG) trägt dem Umstand Rechnung, der Internationalisierung im Theater der dass sich in der nationalen und internatio- Gegenwart zu beobachten, der sich im The- Die Mitgliedstaaten der EU sind von sehr nalen Germanistik Interkulturalität als eine ater als Ort der künstlerischen Inszenierung unterschiedlichen Sprachkonstellationen leitende und innovative Forschungskatego- und als gesellschaftliche und sozio-ökono- geprägt. Neben offiziell einsprachigen rie etabliert hat. Sie greift aktuelle Frage- mische Institution gleichermaßen wider- Nationalstaaten wie Deutschland stehen stellungen im Bereich der germanistischen spiegelt. das polyglotte Luxemburg und von Strei- Literatur-, Kultur- und Sprachwissenschaft tigkeiten geprägte mehrsprachige Länder auf und möchte dazu beitragen, die un- Unter der Leitung von Prof. Dr. Dieter Heim- wie Belgien. Allgemein können unter- terschiedlichen Tendenzen und Trends der böckel und der Mitarbeit von Dr. Natalie schiedliche Auffassungen von Sprache und Interkulturalitätsforschung zu bündeln und Bloch untersucht das Forschungsprojet Sprachlichkeit kulturelle Konflikte erzeu- ihre theoretischen Voraussetzungen weiter daher zum einen, wie sich die Internati- gen oder zumindest widerspiegeln, denn zu vertiefen. Insofern das Forschungspara- onalisierung auf die Inszenierungen und sie stehen häufig mit ebenso unterschied- digma der Interkulturalität prinzipiell nicht ihre Ästhetiken auswirkt, und analysiert die lichen Strategien der Identitätskonstrukti- mehr einzelfachlich gedacht werden kann, Thematisierung und Reflexion interkulturel- on in Verbindung. versteht sich die Zeitschrift bewusst als ler Begegnungen und globaler Prozesse auf ein interdisziplinär und komparatistisch ästhetisch-performativer Ebene. Zum an- Unter der Leitung von Prof. Dr. Georg Mein offenes Organ, das sich im internationalen deren fragt es danach, inwiefern das The- untersuchen Dr. Till Dembeck und Isabell Wissenschaftskontext verortet sieht. Die ater selbst ein Vehikel der Internationalisie- Baumann (M.A.) diese Verbindung von Zeitschrift für interkulturelle Germanistik rung ist, wobei der Fokus auf interkulturelle sprachlicher und kultureller Identifizierung erscheint seit 2010 zweimal jährlich und ist und transnationale Theaterprojekte und am Beispiel mehrsprachiger literarischer peer-reviewed. ihre institutionelle und strukturelle Veran- Texte der Gegenwart. kerung gerichtet werden soll. 54 PAGEHEAD

master in psychology: psychological intervention

PROVIDING THE TOOLS FOR PSYCHOLOGICAL INTERVENTION

he demand for well-qualified psychology Psychological Intervention” (MPI) stream was follows a comprehensive training approach Tpractitioners for schools, hospitals and launched to bridge the gap between the two, combining theory and research as well as society at large is increasing not only locally, as a complement to the master’s programme practical work experience. It aims to: but also on an international level. In response and to help open new research possibilities. to this demand, the University of Luxembourg • Deepen students’ theoretical, methodologi- launched a Master Psychological Intervention The MPI was devised in close collaboration cal and practical knowledge acquired at the training programme in 2014 tailored to these with national stakeholders and international- bachelor’s degree level well-defined needs. ly renowned scholars. This means the course • Stimulate students’ critical thinking about is both highly relevant locally and will serve to current psychological questions The University’s Bachelor of Science in Psy- boost the University’s global reputation. chology has gained national and international Thus students will be equipped with the skills recognition since its launch in 2003, shown Objectives and knowledge necessary to understand dif- by how it continues to attract a high number ferent intervention approaches. They will also of foreign students. Building on this success, The MPI offer students the opportunity to gain insight into the historical origins and de- the Faculty began to offer a post-graduate develop specialised knowledge and skills in velopment of these ideas, and be able make Master’s Training Programme in Psycho- all fields of applied psychology, with particu- a critical comparison of different strategies. therapy in 2013. Then, in 2014, the “Master lar emphasis on intervention. The programme 55 TEACHING

„The MPI completes the academic study programme in psychology offered at the University. Its unique academic profile and educational setting attract students from all over the world“

Prof. Dr Georges Steffgen, course director of the Master programme

The main educational objectives are the ac- The programme provides students with sub- further the capacity for interdisciplinary and quisition of: stantial experience working in the Faculty’s inter-faculty research. laboratories: • Understanding of methodological and tech- The MPI complements the academic study nological scientific theory • Clinical Psychophysiology Laboratory programme in psychology offered at the • Professional skills such as assessment, in- (CLIPSLAB) University. Its unique academic profile and tervention and research • Cognitive Neuroscience Laboratory (CNS) educational setting attract students from • Knowledge to conduct scientific research in • Cognitive Laboratory Luxembourg, the Greater Region, Europe psychological intervention • Laboratory of Psychobiology and Neuro- and beyond. The master’s programme equips physiology (LPN) successful graduates for a career either as a The flexible course structure enables stu- • Media and Experimental Laboratory (MEX- practitioner or in academia. dents to select different modules depending LAB) on their preference for a clinically or educa- • Psychological Diagnostic Laboratory (PSY- tionally oriented profile. LAB)

Teaching and research Moreover, the programme is linked directly to the work of the INSIDE (Institute for Health The MPI has a strong research orientation and Behaviour and the Institute for Research dedicated to providing and developing the- on Generations and Family) and ECCS (Educa- oretical and methodological knowledge. tion, Culture, Cognition and Society) research Postgraduate students and society will both units. Both have an excellent record in basic benefit, as the relationship between the two and applied psychology research, helped by will help research, much of which is relevant the availability of impressive laboratory facil- locally and internationally. ities. Thus, the new study strand strengthens 56 TEACHING

Luxemburgs Sprache und Kultur wissenschaftlich fundiert vermitteln

WEITERBILDUNG „LËTZEBUERGER SPROOCH A KULTUR“

n Luxemburg leben und arbeiten viele Men- Wachsende Nachfrage Studiengang eingerichtet“, sagt Dr. Mélanie Ischen, die entweder ursprünglich oder täglich Wagner, Hauptdozentin am Institut für lux- als Grenzgänger aus dem Ausland kommen – Doch wie werden solche Kurse didaktisch emburgische Sprach- und Literaturwissen- ob aus Frankreich, Deutschland, Portugal, Ita- sinnvoll gehalten? Wie vermittle ich die lux- schaft an der Universität Luxemburg. „Die lien oder einem englischsprachigen Land. Im emburgische Sprache und Kultur anderen Luxemburger interessieren sich generell sehr Arbeitsleben und im Alltag sind sie in einem Menschen? Diese Frage beantwortet der für korrekte Rechtschreibung und Gramma- luxemburgischen Umfeld eingebettet, hören Studiengang „Lëtzebuerger Sprooch a Kul- tik ihrer Sprache – und bedauern es, dass täglich die luxemburgische Sprache und sind tur“ (LSK) an der Universität Luxemburg. Da- Luxemburgisch in der Schule so wenig un- Teil einer für sie fremden Kultur. Da nehmen rin werden seit dem Jahr 2007 Lehrer ausge- terrichtet wird“, so Dr. Mélanie Wagner. Bei viele gerne Hilfe an, besuchen Kurse in Luxem- bildet, die Kurse für Erwachsene halten. „Wir dem Studiengang „Lëtzebuerger Sprooch a burgisch und informieren sich über Land und haben einfach eine wachsende Nachfrage Kultur“ stehen bisher sprachliche und fremd- Leute, über Literatur und Medien. auf dem Gebiet gesehen und darum diesen sprachendidaktische Inhalte im Vordergrund. 57 TEACHING

Innerhalb eines Jahres, also in zwei Semes- Interesse, noch weit mehr über Literatur, memacher und andere Kulturschaffende als tern und insgesamt 27 Sitzungen, werden Kultur und Medien erfahren, als das der bis- Vortragende einzuladen“, kündigt Dr. Mélanie immer freitags in vier bis sechs Stunden die herige Studiengang bietet.“ Wagner an. So würden die Lerninhalte noch entsprechenden Kenntnisse vermittelt. „Wir plastischer und praxisnaher vermittelt. Do- haben den Freitagvormittag gewählt, weil vie- Darum werden ab September 2015 zwei zenten sind in beiden Strängen spezialisierte le Teilnehmer die Ausbildung neben dem Be- Stränge des Studiums „Lëtzebuerger Sprooch Mitarbeiter der Universität Luxemburg; jeder ruf machen und am Freitag am ehesten frei a Kultur“ angeboten, zwischen denen sich ist für ein eigenes Modul verantwortlich. bekommen“, erklärt Dr. Mélanie Wagner die die Teilnehmer entscheiden können: Strang ganz praktischen Erwägungen hinter diesem A, der schon besteht, wird „Lëtzebuergesch Für welche Teilnehmer ist der neue Strang B Termin. als Friemsprooch“ heißen, der neue Strang B besonders attraktiv und interessant? „Aus trägt den Titel „Sprooch a Literatur.“ den bisherigen Anfragen können wir ersehen, Heterogene Gruppe an Teilnehmern dass etwa Grundschullehrer einen solchen Der bestehende Strang setzt sich aus den ein- Kurs sehr gerne besuchen würden. Einfach, Einschreiben kann sich jeder Muttersprachler zelnen Modulen „Sprachstruktur“, „Literatur, um die wöchentliche Luxemburgisch-Stunde mit luxemburgischem Abitur/ Premiers-Exa- Kultur und Medien“, „Fremdsprachendidaktik“ abwechslungsreicher zu gestalten, sie mit men, der seine Kandidatur mit einem Moti- und einer Projektwoche zusammen, welche die Beispielen aus Literatur und Medien zu unter- vationsschreiben auf Luxemburgisch und mit Studenten zu einem der Modulbereiche ausar- mauern und generell noch mehr Hintergrund- weiteren Dokumenten einreicht. „Seit der beiten. Zu Strang A gehört auch ein Praktikum wissen über die luxemburgische Sprache da- Einführung des Studiengangs im Jahr 2007 bei einem Luxemburgisch-Lehrer, in dessen für zu haben.“ Doch auch Kulturschaffende haben wir im Schnitt jedes Jahr 15 bis 20 Verlauf die Studierenden einen kleinen Teil des wie Mitarbeiter von Museen oder eben einfach Teilnehmer, welche die Ausbildung abschlie- Unterrichts übernehmen müssen. an der luxemburgischen Kultur Interessierte ßen“, erklärt Dr. Mélanie Wagner. Das zeige jeden Alters sind potenzielle Teilnehmer. den großen Erfolg des Studienganges. Die Bei Strang B fehlt das Modul „Fremdspra- Teilnehmer, zumeist weiblich, kommen aus chendidaktik“, dafür wird auf die Module Die Kurse werden auf Luxemburgisch abge- ganz unterschiedlichen Bereichen. Manche „Sprachstruktur“ und „Literatur, Kultur und halten. Am Ende des Studiums gibt es ein sind Bankangestellte, manche Übersetzer, Medien“ deutlich mehr Unterrichtszeit ver- Zertifikat, das vom Unterrichtsministerium manche machen wegen der Kinder eine Pau- wendet. „Angedacht ist auch, Autoren, Fil- anerkannt wird. se im Beruf, viele sind Lehrer, ob noch aktiv oder im Ruhestand. Einige haben ganz geziel- te Pläne, wo und wie sie die erworbenen Kom- petenzen anwenden – wie zum Beispiel eine Sekretärin in einem Altenheim, der die Idee gekommen war, das oft französischsprachige Pflegepersonal zu schulen, damit sich Pfleger und Betreute im wahrsten Sinne des Wortes besser verstehen. Wieder andere Teilneh- mer möchten einfach die Ausbildung und die Kompetenzen erwerben, um später oder neben dem eigenen Beruf die Möglichkeit zu haben, Erwachsene zu unterrichten. „Die Luxemburger interessieren sich gene- Neuer Strang des Studiums rell sehr für korrekte Rechtschreibung und Grammatik ihrer Sprache – und bedauern es, Es ist also eine sehr heterogene Gruppe an dass Luxemburgisch in der Schule so wenig Teilnehmern - und genau darum hat sich im unterrichtet wird“ Laufe der Jahre seit Einführung des Studi- Mélanie Wagner engangs noch eine ganz spezielle Nachfrage Studiendirektorin der Weiterbildung herauskristallisiert. „Immer mehr potenzielle „Lëtzebuerger Sprooch a Kultur“ Studierende sind gar nicht so sehr an dem fremdsprachendidaktischen Teil interessiert, der bisher einen Großteil der Ausbildung aus- macht“, hat Dr. Mélanie Wagner beobachtet. „Sie möchten vielmehr, auch aus eigenem 58 TEACHING course evaluation PROMOTING THE STUDENT-TEACHER DIALOGUE

When students are given a voice they feel tinuously and to try to take these differing When the evaluation scheme began in 2010 more engaged with their courses and their experiences into account,” she said. it was carried out using the Moodle eLearn- university. Their feedback can also help ac- ing platform, but some students were con- ademics and administrative staff maintain It is the Faculty’s policy to promote the idea cerned that the information might not be quality and provide a context for decision of “citizen students” and to invite them to be- anonymous. Hence, only about a third of all making. The formalised process of course come partners in the way their course evolves students completed the survey at the end of evaluation is central to this. On-going for a rather than act as passive consumers. Assess- each semester. number of years, there are plans to increase ment contributes to student-teacher dialogue the effi ciency and quality of this information and can be used to inform discussions between To overcome this, the Faculty moved to a fl ow within the Faculty. Agnès Prüm a senior student representatives, course directors and purely paper-based system in 2013, which lecturer within IPSE is coordinating. outside stakeholders, in the context of the guaranteed anonymity further and as a result study programmes’ “Comité de pilotage”, for participation more than doubled. Despite this Quality and openness culture instance. The results could also be used as an change, the ratings given to each course were external-communication tool to demonstrate on average similar to the IT-based tests, but “Giving feedback on the form and content good rates of student satisfaction. the ratings distribution became less polarised of each course is, of course, central to this (in the highest and lowest ranges) with the work, but it goes much further,” explained New, easier IT system paper-based system. In view of these stable Mrs Prüm. “It is also part of a larger process, results, it was decided to return to a more and aims to develop a broad culture of quality The organisation of the assessment is set to effi cient IT-based system, but with improved and openness across the Faculty.” After all, change for the end of the 2014/15 academic privacy safeguards. Mrs Prüm expects this learning and research (particularly interdisci- year, when a new electronic application will will increase both the quality and quantity of plinary work) produces its best results in a allow for easy, fully confi dential feedback. feedback. climate of trust.

The evaluation procedure concerns all aspects of the course and looks into a wide range of features including the structure,

form and organisation of the course, the 9 0 0 8 0 9 0 0 8 0 52895 52895 communication skills of the instructor, the 11. Is there anything you particularly like about this course? [Please use CAPITAL LETTERS] Qu’appréciez-vous particulièrement concernant le cours ? [Veuillez écrire en MAJUSCULES] SUMMER 2014 Was finden Sie besonders gut an der Lehrveranstaltung? [Bitte verwenden Sie DRUCKBUCHSTABEN] extent to which ideas have been conveyed, and the student’s perception of their own performance and progress. All bachelor’s and

master’s students can participate, and doc- By default, this questionnaire invites you to evaluate the course. Feedback for individual members of staff can be added in the open text fields (Questions 11 and 12). 12. Do you have any suggestions that could help us improve this course? [Please use CAPITAL LETTERS] Par défaut, ce questionnaire vous invite à évaluer le cours. Si vous avez des commentaires concernant un/des enseignant(s) / enseignante(s) en particulier, veuillez les A vos yeux, quelles améliorations seraient à apporter au cours ? [Veuillez écrire en MAJUSCULES] ajouter en réponse aux questions 11 et 12. Wodurch könnte diese Lehrveranstaltung optimiert werden? [Bitte verwenden Sie DRUCKBUCHSTABEN] toral schools may be included in the future. Anhand dieses Formulars sollen Sie die besuchte Lehrveranstaltung beurteilen. Spezifisches Feedback zu einzelnen Dozenten/Dozentinnen der Lehrveranstaltung ist in den Antworten zu den Fragen 11 und 12 aufzuführen.

------+ ++ +++

1. The course is clearly structured. Le cours se déroule selon une structure claire. Encouraging citizen students Die Lehrveranstaltung ist klar gegliedert. 2. The goals of the course are clearly defined. Les objectifs pédagogiques du cours sont clairement définis Die Lernziele der Lehrveranstaltung sind klar definiert.

13. Please indicate the number of classes you have missed so far. 3. The course is well prepared. Combien de fois avez-vous manqué ce cours ? Le cours est bien préparé. Wie oft haben Sie in der Lehrveranstaltung gefehlt? 0 1-2 3-4 5-6 >6 “I fi nd this a great help as it encourages me Die Lehrveranstaltung ist gut vorbereitet. 4. The lecturer expresses himself/herself clearly. 14. Please indicate your enrolment status. L’enseignant(e) s’exprime de manière claire et compréhensible. Veuillez indiquer votre statut d’inscription. Der/die Dozent/in drückt sich klar und verständlich aus. as a teacher to question what I do in class and Bitte geben Sie Ihren Immatrikulationsstatus an. 5. The lecturer can get difficult matters across. Student (full-time/part-time) Guest Student L’enseignant(e) sait aborder les questions complexes de manière compréhensible. étudiant(e) (plein temps/ temps partiel) auditeur/auditrice libre self evaluate by receiving information I would Der/die Dozent/in kann komplexe Sachverhalte verständlich vermitteln. Student/in (Vollzeit-/Teilzeitstudium) Gasthörer/in 6. The lecturer is committed and tries to generate enthusiasm. 15. Please indicate your gender. L’enseignant(e) est engagé(e) et s’efforce d’enthousiasmer les étudiants. Der/die Dozent/in ist engagiert und versucht Begeisterung zu vermitteln. Veuillez indiquer votre sexe. not get otherwise,” explained Mrs Prüm. She Bitte geben Sie Ihr Geschlecht an. 7. My skills and knowledge have increased through this course. Ce cours a amélioré mes connaissances et mes compétences. male female Diese Lehrveranstaltung hat mein Wissen und meine Kompetenzen erhöht. masculin féminin pointed out that the information can be use- männlich weiblich 8. As a result of this course, I have greater appreciation for this field of studies. Ce cours a augmenté mon intérêt pour le thème abordé. 16. Please indicate your age. Mein Interesse an diesem Thema wird durch die Lehrveranstaltung gefördert. Veuillez indiquer votre âge. Bitte geben Sie Ihr Alter an. 18-19 20-21 22-23 24-25 26-27 28-29 30+ ful even if it is apparently contradictory. For 9. This course encouraged me to think critically about the materials covered in class. Ce cours m’a incité(e) à aborder les contenus de manière critique. Ich werde zur kritischen Auseinandersetzung mit den Inhalten der Lehrveranstaltung angeregt. 17. For Statistical Purposes Only. Please provide a unique identifier [Please use CAPITAL LETTERS] (see explanation below).

Pour le traitement des données. Veuillez générer un identifiant unique [Veuillez écrire en MAJUSCULES] (voir explications ci-dessous). example, one student may think courses are 10. In my experience, the work climate of this course is motivating. Zur Durchführung der Datenbearbeitung. Bitte geben Sie einen eindeutigen Code an [Bitte verwenden Sie DRUCKBUCHSTABEN] (siehe unten). Je perçois l’atmosphère de travail du cours comme motivante. Ich erlebe die Arbeitsatmosphäre in der Lehrveranstaltung als motivierend. First two letters of your mother first name First two letters of your father first name Birth month of your mother (in numbers) Deux premières lettres du prénom de votre mère Deux premières lettres du prénom de votre père Mois d'anniversaire de votre mère (en chiffres) well prepared but others may judge them to Please turn … 2 Anfangsbuchstaben des Vornamens Ihrer Mutter 2 Anfangsbuchstaben des Vornamens Ihres Vaters Geburtstmonat Ihrer Mutter (in Zahlen) Tourner svp … be too prescriptive. “Nevertheless, this infor- Bitte wenden …

Please use the same unique identifier in all your course evaluations. Veuillez utiliser le même identifiant unique pour l’évaluation de tous vos cours. mation forces us to reassess ourselves con- Bitte verwenden Sie den gleichen Code für alle Kursbeurteilungen. 59 PAGEHEAD

Agnès Prüm, laureate of the award for excellence in teaching, Erna Hennicot-Schoepges and Georg Mein rewarding excellence in teaching FIRST CONFERMENT OF THE HENNICOT-SCHOEPGES AWARD

gnès Prüm, senior lecturer in English Lit- teachers we had this year as she knows how ideas were created and critical thinking was Aerature and course director of the English to generate enthusiasm and encourages generated. It was a very enriching experience studies track of the Bachelor en Cultures Eu- students to think critically. The students which helped us to prepare for the future”, ropéennes, received the Hennicot-Schoepges were encouraged and inspired to share their she explained in her speech. award for Excellence in Teaching. thoughts and views with their course mates”, the students say in their nomination proposal. A special jury award was given to Pierre Fix- The award, which was conferred for the first mer in recognition for his long-standing com- time in 2014, honours outstanding teachers Mrs Prüm received the award during a ceremo- mitment to the faculty’s teaching activities. committed to quality teaching and contributing ny at the end of winter term, which was at- in a significant way to the academic success tended by her colleagues, present and former of their students. The nominations are made by students. Michelle Brendel, who works closely students and submitted to a committee who with Agnès Prüm, revealed the secret of her selects the award winner among the nominees. teaching: “Her attitude towards students is The committee is composed of representatives highly professional, yet caring. Being Agnès of- of the Faculty and two external members. fice neighbour over the past years, I can testify that she is committed to her students and she Named after the former Luxemburgish Minis- absolutely deserves this award”. ter of Culture, Higher Education and Research (1995-2004) who was a driving force behind In her speech Anna Murazanova, a former the creation of the University of Luxembourg, student of Agnès Prüm, described the Eng- the award is open to all Faculty members who lish studies programme and courses as being teach at least 90 units during the academic spectacular. “Not only have we approached year. The award is endowed with 5.000 €. English literature and culture, but we dis-

cussed a lot of different topics and we ap- Pierre Fixmer, honoured for his long-standing “Mrs Prüm was one of the most committed proached them in different ways, so that new commitment to teaching. 60 IPSE HIGHLIGHTS highlights INSTITUTE OF POLITICAL SCIENCE

The Institute of Political Science aims to produce world-leading research in the areas of European and international governance and comparative political science. More specifically, the institute seeks to reinforce its research activities on the following research themes: Legislative Studies, Comparative Political Science, Public Policy, Political Economy, EU Economic Governance, Religion and Politics, Human Rights and Judicial Politics. http://pol.uni.lu

Publications: At the Forefront of International workshop: Dimensions People: Expanding the team Political Science, Political Econo- of Internationalisation in Higher my and Public Policy Research Education In May, Dr Anna-Lena Högenauer joined the Institute as an Adjoint de Recherche. She Dr Patrick Dumont co-edited two major On 5-6 December, the Institute of Political previously worked at Maastricht University works of comparative political science, Science hosted a workshop focused on “Di- as a postdoctoral researcher. She studied at published in 2014. With Keith Dowding from mensions of Internationalisation in Higher King’s College London, the Institut d’Etudes the London School of Economics, Pat- Education”, as part of the internally funded Politiques in Paris, the College of Europe in rick co-edited The Selection of Ministers Global-Uni project coordinated by Prof. Dr Bruges and holds a PhD in Politics from the around the World (Routledge) including Robert Harmsen and Dr Gangolf Braband. University of Edinburgh. Her research focus- the contributions of other members of the The two-day event brought together schol- es on multi-level governance and regional SEDEPE international network. This major ars and policy-makers from across Europe interest representation in the context of contribution to the literature on political to examine key questions surrounding the European Union environment policy and on elites examines the process of selection, impact of globalisation on higher education multi-level parliamentarism in the EU. She shuffling and removal of ministers in na- policy. Consistent with the objectives of has recently published in West European tional cabinets in fourteen countries from the project, the event provided a forum for Politics, European Political Science Review around the world. Patrick also co-edited very productive interdisciplinary exchanges and Comparative European Politics, among European Integration and Consensus Poli- across the boundaries of public policy stud- other journals. Högenauer is participating tics in the Low Countries (also with Rout- ies, political sociology and educational re- in the research priority “sustainable devel- ledge). The former Belgian Minister of For- search. Co-organised with colleagues from opment”. She also teaches on EU environ- eign and European Affairs, Senator Steven the University of Strasbourg, the workshop mental politics, research methods and the Vanackere, gave the keynote speech at the further forms part of an ongoing research EU as a political system for the Masters in book’s launch on 17 October at the Perma- collaboration between the two institutions, European Governance. nent Representation of Belgium to the EU which will, for example, see the publication in Brussels. This volume provides a compre- in 2015 of a jointly edited special issue of hensive overview of Europeanisation and the European Journal of Higher Education. varieties of consensus politics in Belgium, the Netherlands and Luxembourg. 61 STATEMENT

Samuel di Luca Postdoc researcher

Research unit ECCS, Institute of Cognitive Science and Assessment (COSA)

Pourquoi avez-vous rejoint l’Université Quelles sont vos activités de recherché L’idée à long terme est de devenir profes- du Luxembourg? actuelles? seur universitaire, pour continuer dans la recherche et explorer des domaines tels que la D’abord pour l’estime que je porte vers Chris- Je partage mon temps entre l’université (ex- perception du temps et l’embodiment. tine Schiltz, mon responsable AFR. Puis, le périences sur la cognition numérique) et la fait de travailler dans une université en forte clinique Rehazenter, où on utilise les nombres Pensez-vous que l’expérience pro- expansion. Enfin, la position stratégique du comme outil de réhabilitation pour les pa- fessionnelle acquise à l’Université du Luxembourg, au centre de l’Europe. tients hemi-négligents. Luxembourg sera utile pour votre future carrière de chercheur? Où avez-vous travaillé auparavant? Qu’est-ce que vous voulez faire après avoir terminé votre projet AFR postdoc? Aucun doute sur ça! L’interaction avec les pa- J’ai travaillé 10 ans à l’Université catholique tients hemi-négligents, les contacts avec les de Louvain, où j’ai fait un doctorat et un post- D’abord, essayer d’acquérir une bourse collègues, la participation active à de confé- doc FNRS avec Mauro Pesenti. L’année 2009, pour continuer les travaux en cours. Le cas rences internationales : tout joue un rôle po- j’ai travaillé à l’Université Milano-Bicocca avec échéant, je viserai des bourses européennes sitif dans la carrière d’un chercheur. Luisa Girelli et Giuseppe Vallar. en gardant les contacts avec Christine et les laboratoires de Louvain et Milan. 62 ECCS HIGHLIGHTS highlights INSTITUTE OF TEACHER PROFESSIONALIZATION AND PSYCHOLOGY OF EDUCATION (TPPE)

The research of the Institute of Teacher Professionalization and Psychology of Education focuses on teacher and student learning, teaching practice and the theory and practice of educational measurement, assessment, and evaluation. Its objective is to conduct research, which can directly or indirectly improve the competencies of teachers in educational contexts by incorporating research findings into the professional training of current and future teachers.

Publication: Teachers’ Professional International Conference of the Publications : Trois ouvrages sur Development CATKRI Project la ville

2014 saw the publication of Teachers’ Pro- The “Clinical Analysis of Secondary School Dans le cadre du projet international « Re- fessional Development: Assessment, Train- Student Teachers’ Personal Relation to constructions littéraires françaises et ing, and Learning, an edited collection by Knowledge in Connection with their Con- francophones des espaces sociopolitiques, Prof. Dr Sabine Krolak-Schwerdt, Dr Sabine struction of a Professional Identity” (CAT- historiques et scientifiques de l’extrême Glock, and Dr Matthias Böhmer. Although KRI) project, funded by the University of contemporain » (LociLitt), le professeur Syl- there has been considerable progress in Luxembourg, hosted a two-day interna- vie Freyermuth a publié trois ouvrages por- the domain of professional teacher train- tional conference in Walferdange, which tant sur le sujet de la ville et sa relation avec ing in recent years, only very few studies examined trainee teachers’ relation to la géographie, l’histoire, les sciences so- are dedicated to how training programmes knowledge from a clinical-psychoanalyt- ciales et politiques, les sciences cognitives might offer valuable approaches to im- ical perspective. The project team – Dr et les sciences cybernétiques. En collabo- prove the quality of assessments and the Jean-Marie Weber and Dr Julia Strohmer ration avec Jean-François Bonnot et Timo links between teachers’ professional de- – opened the conference by presenting Obergöker, elle a publié l’ouvrage collectif velopment and student learning. This gap the results of their research, conducted Ville infectée, ville déshumanisée ainsi que, led researchers from TPPE to organize from 2011-2014 with the participation of Malaise dans la ville avec Jean-François a lecture series at the University of Lux- trainee teachers from Luxembourg and Bonnot. Cette collaboration s’est aussi ma- embourg on the topic of teacher profes- Switzerland. This session was followed by nifestée dans la co-écriture avec ce dernier sionalization in these areas. The present contributions from thirteen international d’un troisième ouvrage, Des personnages et volume takes these discussions further, speakers in the field of teacher education, des hommes dans la ville: Géographies litté- offering thought-provoking contributions offering stimulating and thought-provok- raires et sociales. on assessment, training, and learning in ing approaches to the role knowledge plays the professional development of teachers for teachers throughout their career. from outstanding international scholars from across disciplines. 63 ECCS HIGHLIGHTS highlights INSTITUTE FOR RESEARCH ON MULTILINGUALISM (MLing)

The Institute for Research on Multilingualism carries out research on various social and educational aspects of multilingualism, in Luxembourg, the Greater Region and international contexts, including Portugal, Brazil, Cape Verde, and Madagascar. The institute was awarded external funding for three research projects and received recognition in the domain of Promotion of Science to the Public. It also continued previously funded projects on language tandems and on visualization in the teaching of grammar. Another success was Heike Niesen’s PhD defense in the field of grammatical awareness for intermediate EFL students.

A new research project started Research project: STAR: Language International network: Literacies in in September: A Preschool Oral and Migration Between Africa and Contact (LitCO) Language Intervention for Lan- Europe guage-Minority Childrenring Inclu- LitCo is an international network of fifteen sive Schooling in Europe Funded by the FNR from 2014 to 2017, the international researchers that explores writ- STAR project is a multi-sited ethnograph- ten language in multilingual settings. LitCo The project is funded by the FNR and will ic project that investigates trajectories aims to develop systematic approaches that last until 2017. At the University of Luxem- and repertoires of language and migration allow examining and understanding contact bourg Associate Prof. Dr Pascale Engel de between Africa and Europe, in particular phenomena induced by multilingualism on Abreu is the principle investigator, support- between Lusophone West Africa (Guinea the level of writing systems, written lan- ed by Dr Lénia Carvalhais, Carolina Nikaedo Bissau and Cape Verde) and Luxembourg. guage acquisition and literacy practices. and Rute Tomás. This project runs in collab- Framed as a contribution to the socio- Essential steps to reach this goal are topic oration with the University of Oxford (UK), linguistics of globalisation, the project workshops, a closing conference, and col- University College London (UK), the Uni- engages with movement and mobility as laborative publications. The network started versity of São Paulo and SCRIPT (Ministère sociolinguistic phenomena in South-North with an opening workshop in November and de l’Education nationale). It develops and dynamics, both where these flows origi- is funded until 2017. The project investiga- evaluates the impact of a mother tongue nate and where they find their (temporary) tors are Associate Prof. Dr Constanze Weth based preschool language intervention destinations. In plain words, the project (Luxembourg) and Manuela Böhm (Kassel). programme on the language and literacy studies language learning for and through The members are: Daniel Buncic (Köln), Dr outcomes of Portuguese language-minority migration. Its primary methodological tools Florianˇ ´ Coulmas (Tokyo), Prof. Dr Jürgen children growing up in Luxembourg, using include narrative interviews, linguistic land- Erfurt (Frankfurt), Prof. Dr Ulrich Mehlem a randomised controlled study design. The scaping, and digital media. The core project (Frankfurt), Dr Christian Münch (Kiel), Prof. project asks whether a mother-tongue- team consists of Dr Kasper Juffermans Dr Christina Noack (Osnabrück), Dr Arja Nur- based language intervention can improve (junior PI and Postdoc at MLing) and Ber- mi (Tampere), Prof. Dr Christoph Schroeder children’s second-language learning and nardino Tavares (PhD student at MLing). (Potsdam), Dr Marc Sebba (Lancester), Dr whether there are knock-on effects on ear- The project’s first findings and proceedings Yazgül Simsek (Münster), Prof.¸ Dr¸ Doris To- ly literacy skills in a second language. The are published in the form of research briefs phinke (Paderborn), Prof. Dr Wim Vanden- research will have important practical im- on our research blog: http://starprojectlux. bussche (Brussels), Kristin Vold Lexander plications for educational policy in Luxem- blogspot.com. (Oslo). More information about this project bourg and other countries with high levels can be found on: www.litco.org of learners from linguistic minorities. 64 INSIDE HIGHLIGHTS highlights INSTITUTE OF HEALTH AND BEHAVIOUR

Today more people than ever die from preventable chronic diseases. Mental disorders, which often accompany physical conditions, account for the largest part of the global burden of disease. These disorders pose a major challenge in terms of individual suffering and economic cost for society. Researchers of the Institute for Health and Behaviour investigate the interactions between health and behaviour in children and adults to improve health in individuals and populations.

Research project: Stereotyped Research project: Adolescents and International conference: Global gender roles in the media exercise: acute effects on respons- environmental contamination: chal- es to anger-eliciting emotional lenges for the human brain Recent findings in the literature indicate stimuli (ADOLEX) that entertainment media often transport The 1st international congress “Global en- gender stereotypes. Video games, for ex- Following a successful application for an vironmental contamination: challenges for ample, present distorted portrayals of both AFR Postdoctoral fellowship, Dr Yacine Ou- the human brain” focused on the problem genders to the extent of amplifying gender zzahra has been working on the ADOLEX of environmental contamination and its im- stereotypes. Women are represented as project with Prof. Dr Claus Vögele since pacts on an individual’s development, mat- vulnerable sex objects, and therefore ex- March 2014. In this project he is investi- uration and growth. A key target organ for pendable, whereas men are instrumental gating the effects of exercise on emotion environmental stressors is the brain whose as powerful aggressors irrespective of be- regulation in adolescents, in particular with maintenance and optimal function are es- ing cast as rogue or hero. Not surprisingly, regards to anger. Anger is a recognised is- sential for normal development, productive playing these games has been associated sue in younger populations, often leading adulthood and healthy ageing. with substantial increases in sexist and to hostility, antisocial conduct and other discriminatory perceptions and attitudes in mental and physical health problems. While 120 participants from 15 different coun- the players. much of the existing literature has focused tries and 43 speakers specialised in various on the effects of exercise on mood, less aspects of health inequalities met in Lux- Funded by the Luxembourg Ministère de is currently known regarding reactivity to embourg to discuss the neurotoxic risks l’Egalité des chances, the research project emotional stress. Adolescence is a particu- of global environmental contamination. As focuses on the effects of stereotypical larly sensitive period for the development a member of the organizational commit- portrayals of gender roles in entertainment of social-cognitive functions important for tee Prof. Dr Michèle Baumann chaired the media with a particular emphasis on the emotion regulation. The ADOLEX project symposium on “Ecological Inequalities and self-concept of the recipients. In particular, aims to analyse the short- and longer- Social Inequalities in Health”. The confer- the project focus on the following research term effects of exercise on responses to ence was organized in collaboration with goals: How do players perceive the portray- anger-eliciting stimuli in adolescents. The the Luxembourg Ministère de la Santé, the al of male and female video game charac- findings will help to promote the emotional Centre de Recherche Gabriel Lippmann and ters? Does the gender-role self-concept of benefits of exercise, specifically in order the Université de Lorraine. the players affect the use of these video to reduce anger-related issues and their games? What are the consequences of health consequences in adolescents. using entertainment media, especially with regard to personal convictions of “socially typical” gender roles? 65 STATEMENT

Konstantinos Papastathis Postdoc researcher

Research unit IPSE, Institute of Political Science

Why did you come to Luxembourg and What are your current research activities? Do you think that the professional join the University? experience acquired at the University My research agenda is the relationship be- of Luxembourg will be helpful for your My decision to work at the University of Lux- tween religion and politics. Currently, my re- further career in research? embourg was based on the excellent academ- search focuses on the interaction between ic environment, and the interaction with other the Radical Right and the religious sphere, as My collaboration with the University of Lux- top academic institutions. Additionally, the well as on Middle East studies. embourg has been an important stage of my centrality of Luxembourg for European poli- career, contributing greatly to my scientific tics, and its multicultural context were also What kind of plans do you have after advancement. Overall I believe that my stay critical factors to my decision. completion of your AFR-Postdoc project? here will be crucial for my academic future.

Where did you work before? My plan is to participate in the IRP 2015 and to extend my research agenda on the topic of From 2012 to 2014 I worked as a postdoctoral religious public policy. fellow at the Hebrew University of Jerusalem. From 2008 to 2012 I worked as an adjunct lecturer at the Aristotle University of Thessa- loniki. 66 FACTS & FIGURES facts & fi gures

STUDENT ENROLLMENT OVER THE LAST 5 YEARS

1K 2K

W-14/15 2.181

W-13/14 2.225

W-12/13 2.286

W-11/12 2.071

W-10/11 1.882

STUDENTS

PhD 185 Vocational & lifelong 359 learning programmes

TOTAL: 2.181 Master 508 programmes Bachelor programmes 1.129 67 FACTS & FIGURES

STAFF

Intermediate academic 10 Technical staff staff (Phd students and postdoctoral 42 Administrative staff researchers) 149

TOTAL: 419

97 Academic staff Scientifi c staff 121

PHD STUDENTS OVER THE LAST 5 YEARS

W-14/15 185

W-13/14 179

W-12/13 154

W-11/12 134

W-10/11 128 68 FACTS & FIGURES

PUBLICATIONS 2014

Authored books 13

Edited books 46

Authored book chapters 245

Publications in peer-reviewed journals 209

Publications in peer-reviewed conference proceedings 77

Other scientifi c publications 79

RESEARCH FUNDING SOURCES: PERSONAL GRANTS (POST-DOC AND PHD)*

ECCS INSIDE IPSE TOTAL

AFR-PDR 5 4 14 23

AFR PhD 10 10 47 67

The FNR’s AFR Grant Scheme (Aides à la Formation-Recherche) supports PhD and postdoctoral research training projects in Luxembourg and abroad. 69 FACTS & FIGURES

RESEARCH FUNDINGS SOURCES: PROJECTS 33

ECCS INSIDE IPSE TOTAL

12 12

7 7

6 6

3 3 3

1 1 1 1 1 1 1

EU FNR* FNR** FNR PEARL*** University of Other Luxembourgish Other Others (CORE/INTER (ATTRACT) Luxembourg international Ministries national /OPEN) funding sources and other funding national sources institutions

* The FNR research programmes: CORE (support to public research in national priority areas), INTER (promotion of international collaboration), OPEN (support for a limited number of high quality research in areas not covered by the CORE programme.) ** The ATTRACT programme by FNR supports national research institutions by attracting outstanding young researchers with high potential to Luxembourg. *** With the PEARL programme, the FNR wishes to provide the institutions with a proactive means to attract internationally recognised senior researchers who will transfer and establish their research programme in Luxembourg in order to strengthen the national research priorities 70 FACTS & FIGURES faculty structures

RESEARCH >

> Institute of Applied Educational > Institute of Lifelong Learning & RESEARCH UNIT Sciences (AES) Guidance (LLLG) EDUCATION, CULTURE, > Institute of Cognitive Science & > Institute for Research on COGNITION AND Assessment (COSA) Multilingualism (MLing) > Institute of Education & Society (InES) > Institute for Teacher Professionalization SOCIETY (ECCS) & Psychology of Education (TPPE)

> Institute for Health and Behaviour > Pearl Institute for Research on So- INTEGRATIVE RESEARCH cio-Economic Inequality (IRSEI) > Institute for Research on Generations UNIT ON SOCIAL AND and Family INDIVIDUAL > Institute for Research and Innovation in Social Work, Social Pedagogy and Social DEVELOPMENT (INSIDE) Welfare (IRISS)

> Institut d’études romanes, médias et > Institute for History RESEARCH UNIT arts > Institute of Luxembourgish Language & IDENTITÉS. POLITIQUES, > Institute of Gender, Diversity and Literatures Migration SOCIÉTÉS, > Institute of Philosophy > Institute of Geography & > Institute of Political Science ESPACES (IPSE) Spatial Planning > Institut für deutsche Sprache, Literatur und für Interkulturalität

LUXEMBOURG CENTRE FOR EDUCATIONAL TESTING (LUCET) 71 FACTS & FIGURES

TEACHING

> Bachelor en Cultures Européennes > Bachelor en Psychologie BACHELOR - Etudes Françaises > Bachelor en Sciences de l’Education PROGRAMMES - English Studies - Germanistik > Bachelor en Sciences Sociales et - Histoire Educatives - Philosophie

> Master en Etudes franco-allemandes: > Master in Modern and Contemporary MASTER Communication et Coopération Trans- European Philosophy frontalières PROGRAMMES > Master in Psychology: > Master in European Governance Evaluation and Assessment > Master in Geography and Spatial > Master in Psychology: Planning Psychological Intervention > Master en Histoire Européenne > Master in Social Sciences and Contemporaine Educational Sciences > Master en Langues, Cultures et > Trinationaler Master in Literatur-, Médias - Lëtzebuerger Studien Kultur-, und Sprachgeschichte des deutschsprachigen Raums > Master in Learning and Communication in Multilingual and Multicultural Contexts

> Doctoral school in Educational Sciences > IPSE Doctoral school: DOCTORAL Identités. Politiques, Sociétés, Espaces SCHOOLS > Doctoral school in Social Sciences

> Master en Gérontologie > Formation continue en Aménagement LIFELONG du Territoire > Master Management und Coaching im LEARNING Bildungs- und Sozialwesen > Formation continue “Lëtzebuerger Sprooch a Kultur” PROGRAMMES > Master en Médiation > Zertifikat in Tutoring/Mentoring im > Master in Psychotherapy Bildungsbereich > Certificate in Sustainable Development and Social Innovation

> Formation pédagogique des Enseignants VOCATIONAL du Secondaire PROGRAMMES

CAMPUS > Dean’s office & faculty administration > Library “Eveil aux Sciences” SERVICES > MediaCentre > IT- department > Library Campus Walferdange > Logistic department 72 FACTS & FIGURES

1 La gouvernance de la Faculté

La gouvernance de la Faculté

La Faculté est gouvernée par les instances suivantes : le décanat, le Conseil facultaire, le comité des responsables des unités de recherche et le comité des directeurs des études.

Le décanat

Le doyen gère la Faculté et est responsable de son bon fonctionnement. Il préside le Conseil facultaire et représente la Faculté au sein du Conseil universitaire. Le doyen est assisté dans ses tâches par le vice-doyen.

Doyen : Georg Mein Vice-doyen : Christine Schiltz

Le Conseil facultaire

Le Conseil facultaire est l’organe de décision le plus important de la Faculté. Il est en particulier consulté sur les questions suivantes : les orienta- tions stratégiques pour le développement de la Faculté, les propositions des programmes d’études et les propositions budgétaires.

Doyen et vice-doyen : > Georg Mein > Christine Schiltz

Responsables des unités de recherche : > Adelheid Hu > Christian Schulz > Dieter Ferring

Responsable du LUCET : > Romain Martin

Représentants des directeurs des études : > Gérard Gretsch > Georges Steffgen > Heinz Sieburg > Robert Harmsen > Mélanie Wagner

Représentants des enseignants – chercheurs : > Marion Colas-Blaise > Claus Vögele > Andrea Binsfeld > Dietmar Heidemann > Gilbert Busana

Représentant du corps intermédiaire : > Lukas Graf

Représentant du personnel administratif, > Martin Uhrmacher > Antoine Fischbach scientifique et technique :

Représentant des étudiants : > Olivier Joseph

Délégué à la promotion féminine : > Agnès Prüm

Le Comité des responsables des unités de recherche

Le Comité des responsables des unités de recherche délibère sur l’orientation et l’organisation des activités de recherche de la Faculté.

Doyen et vice-doyen : > Georg Mein > Christine Schiltz

Responsables des unités de recherche : > Dieter Ferring > Adelheid Hu > Christian Schulz

1 Décembre 2014 73 FACTS & FIGURES

Le Comité des directeurs des études

Le Comité des directeurs des études décide de l’organisation pratique des programmes des études.

Doyen et vice-doyen > Georg Mein > Christine Schiltz

Directeurs des études Bachelor : > Heinz Sieburg, Bachelor en Cultures Européennes > Marion Colas-Blaise, Bachelor en Cultures Européennes: Etudes Françaises > Agnès Prüm, Bachelor en Cultures Européennes: English Studies > Dieter Heimböckel, Bachelor en Cultures Européennes: Germanistik > Andrea Binsfeld, Bachelor en Cultures Européennes: Histoire > Frank Hofmann, Bachelor en Cultures Européennes: Philosophie > Georges Steffgen, Bachelor en Psychologie > Gérard Gretsch, Bachelor en Sciences de l’Education > Georg Mein, Bachelor en Sciences Sociales et Educatives

Directeurs des études Master : > Sylvie Freyermuth, Master en Etudes franco-allemandes: Communication et Coopération Transfrontalières > Robert Harmsen, Master in European Governance > Benoît Majerus, Master en Histoire Européenne Contemporaine > Peter Gilles, Master en Langues, Cultures et Médias - Lëtzebuerger Studien > Ingrid de Saint-Georges, Master in Learning and Communication in Multilingual and Multicultural Contexts > Frank Hofmann, Master in Modern and Contemporary European Philosophy > Claude Houssemand, Master in Psychology: Evaluation and Assessment > Georges Steffgen, Master in Psychology: Psychological Intervention > Geoffrey Caruso, Master in Geography and Spatial Planning > Justin Powell: Master in Social Sciences and Educational Sciences > Georg Mein, Trinationaler Master in Literatur-, Kultur-, und Sprachgeschichte des deutschsprachigen Raums

Formations continues : > Dieter Ferring, Master en Gérontologie > Andreas Hadjar, Master Management und Coaching im Bildungs- und Sozialwesen > Claude Houssemand, Master en Médiation > Claus Vögele, Master in Psychotherapy > Ariane König, Certificate in Sustainable Development and Social Intervention > Birte Nienaber, Formation continue en Aménagement du Territoire > Mélanie Wagner, Formation continue “Lëtzebuerger Sprooch a Kultur” > Andreas Hadjar, Zertifikat in Tutoring/Mentoring im Bildungsbereich

Formations qualifiantes : > Vic Jovanovic, Formation pédagogique des Enseignants du Secondaire 74 FACTS & FIGURES

PHD THESES STARTED IN 2014

Doctoral Candidate Title Supervisor Co-Supervisor IPSE Frederic Albert Populismes et fabrique de l'action publique en Europe. Etude comparative entre l'Allemag- Philippe Poirier ne, la France et la Suisse dans le tournant des années 2000

INSIDE Katharina Albrecht Doing organization through corporate social responsability - an analysis of legitimacy Ute Karl processes connected to the institutionalization of CSR in Luxembourg

IPSE Lucas John Duane Language Policing in the Balearic Islands: Reconfiguring the Standard Language Ideology in Julia de Bres Joan Pujolar (Universitat Bernedo the Era of Globalization Oberta de Catalunya, Spain) ECCS Natalia Bilici Acquisition of grammatical information within French and German orthography by multilin- Constanze Weth gual Luxembourgish children ECCS Viktoria Boretska A Divided World with Common Educational Technology: Programmed Instruction and the Daniel Tröhler Race for Global Supremacy in the Cold War INSIDE Anola Bracaj A comparative analysis of social community work in Luxembourg: An analysis of partnership Ute Karl between community workers, residents, municipality, ministry, and other partners involved INSIDE Claire Chabot Qualité de vie des étudiants atteints d'une maladie chronique et/ou d'un handicap et Michèle Baumann Philippe Combessi (Université préparation à l'adaptation à la vie professionnelle de Nanterre, France) ECCS Rute Carine Cordeiro A Preschool Oral Language Intervention for Language-Minority Children: A Randomized Pascale Engel de Abreu Romain Martin, Carolin Tomas Controlled Trial Hornung LUCET Véronique Cornu Tablet-based visuo-spatially enhanced early mathematics training Romain Martin INSIDE Agnieszka Czeluscinska- Attentional bias to body- and sexually-relevant stimuli Claus Vögele Jens Blechert (Universität Peczkowska Salzburg, Österreich) IPSE Demosthenes Richard Lane: The young composers Project 1959-1961 Damien Sagrillo Dimitrakoulakos INSIDE Julien Genty The impact of perinatal stress on pain sensitivity and on coping with stress at a mature age Fernand Anton IPSE Fabienne Gilbertz Professionalisierungsprozesse der Luxemburger Literaturen in der zweiten Hälfte des 20. Jeanne E. Glesener Jahrhunderts (ca. 1945-1980) IPSE Jakub Gren Institutional design of banking supervision in the postcrisis EU financial stability architecture David Howarth ECCS Irma Hadzalic Fabricating Modern Societies: Child and Youth Welfare as Educational Responses to Socie- Karin Priem tal Challenges (ca. 1880-1930) (working title) ECCS Laura Hahn Effekte alternativer Visualisierungen auf den Kompetenzzuwachs zu expliziten Gramma- Petra Gretsch (PH Constanze Weth tiken Freiburg) IPSE Sandra Häbel Normative Coherence between Development Cooperation and Trade Policies: the EU in a Harlan Koff Lauri Siitonen (University of global perspective Helsinki, Finland) IPSE Mechthild Herzog Unknown Actor for Common Interest. The social policy of the European Parliament between René Leboutte 1952 and 1979 IPSE Elisabeth Hoffmann La mémoire de la "Résistance" (1940-1945): Regards croisés sur le Luxembourg, l'Alsa- Sonja Kmec Jean-Noël Grandhomme (Uni- ce-Lorraine et Eupen-Malmédy" versité de Strasbourg, France) IPSE Bjorn Jakobs Die Entwicklung der Amateur- und der Militärblasmusik im Musikkreis Saarlouis (Saarland) Damien Sagrillo IPSE Max Jonathan Kemman Digital History: Methodology and Technology in Interaction ? Andreas Fickers IPSE Anne-Christine Klose Funktion und Ästhetik der KJL in der systemischen Gesellschaft:Eine systemtheoretische Georg Mein Untersuchung des Subsystems von der Aufklärung bis heute ECCS Tessa Lehnert Judging people and their language use: How attitudes towards language influence and Sabine Krolak-Schwerdt Ineke Pit-ten Cate; Jean-Jac- trigger stereotypes in a multilingual context, using Luxembourg as an example ques Weber IPSE Jessica Leuck L'hôpital dans les villes médiévales: sa situation topographique et son influence à l'échelle Michel Pauly urbaine et périurbaine IPSE Judith Maria Manzoni Intonatorische Interferenzen bei multilingualen Sprechern. Luxemburgisch im Kontakt mit Peter Gilles Angelika Braun (Universität Deutsch und Französisch Trier, Germany) ECCS Marcelo Marques The Europeanisation of Educational Research Policy and its Impact on National Policies and Justin Powell Research Cultures - a multilevel and comparative analysis of governance, organisations and networks. IPSE Evan McDonough Airport Space and the Global City Markus Hesse IPSE Ernest Ayeah Miji The european union policy on human right and democratisation and its influence in Lukas K. Sosoe sub-saharan countries since the end of the cold war in the 1990. The case of Cameroun IPSE Jean-Daniel Mougeot Identités sociales, culturelles et politiques entre France et Empire: la noblesse de l'espace Michel Margue Isabelle Guyot-Bachy (Univer- Saar-Lor-Lux à la fin du Moyen-Âge sité de Lorraine, France) ECCS Melanie Noesen Mehrsprachigkeit und Inklusion: Sprachlernzugänge durch Portfolioarbeit entwickeln Claudine Kirsch IPSE Manon Pinatel Devenir Sage-femme: les enjeux de la professionnalisation des sages-femmes au Luxem- Benoît Majerus bourg (1800-1940) IPSE Elsa Pirenne Sociographie des communautés musulmanes du Luxembourg entre sensibilités commun- Philippe Poirier Brigitte Marechal (Université autaires et projet d'institutionnalisation Catholique de Louvain, Belgium) ECCS Ira Plein Fabricating Modern Societies: Life Conduct, Consumer Culture and Housing as Educational Karin Priem Andreas Tacke, Universität Responses to Societal Challenges (ca. 1880-1930) (working title) Trier INSIDE Caroline Residori Socio-demographic influences on health behaviour and well-being of young people in Helmut Willems Luxembourg INSIDE Heidi Rodrigues Transnational ways of living acroos generations in immigrant families: the role of social Ute Karl Martins networks and support 75 FACTS & FIGURES

Doctoral Candidate Title Supervisor Co-Supervisor ECCS Julia Rudolph Genesis of complex and domain specific skills in problem solving - Longitudinal analysis Samuel Greiff of causal influences with simultaneous consideration of self-regulation, scholastic achie- vement and motivational constructs INSIDE Violetta Schaan Social rejection in early childhood and its effects on stress responses in later life Claus Vögele ECCS Bernardino Tavares The sociolinguistics of Cape Verdean migration trajectories into Luxembourg Adelheid Hu IPSE Elisabeth Tropper Dramatische Dystopien. Europäische Theatertexte der Gegenwart im Kontext globaler Dieter Heimböckel Franziska Schößler (Universi- Krisendiskurse (AT) tät Trier, Germany) IPSE Tobias Vetterle Politische Partizipation im Diskurs, 1960-1990. Eine Studie zum luxemburgischen Politik- Sonja Kmec Lutz Raphael (Universität verständnis mit Perspktive auf den Kulturtransfer zwischen Luxemburg, Frankreich und Trier, Germany) Westdeutschland ECCS Denise Villanyi SELFASSESS: The Validation of a Student Self-Assessent-Instrument and its Usefulness Romain Martin for Teacher-Feedback LUCET Jessica Claire Wolfson Minority languages in Canada. The Quebec context Julia de Bres

PHD DEFENCES IN 2014

Doctoral Candidate Title Supervisor Co-Supervisor Date of Defence ECCS Philippe Blanca The scientific journal in the age of multimodality Charles Max 17.10.2014 INSIDE Elisabeth Bourkel Interkulturelle Kommunikation und interkulturelle Kompetenz in der Dieter Ferring 30.04.2014 Gesundheitsversorgung einer alternden Gesellschaft INSIDE Jessica Brensing-Ku- Zufriedenheit mit dem Raumklima in Büro- und Schulgebäuden: Zur Rolle Georges Steffgen 06.10.2014 bern der wahrgenommenen Kontrollierbarkeit INSIDE Barbara Bucki La capabilité de santé des aidants familiaux: analyses du paradigme et Michèle Baumann Elisabeth Spitz (Univer- 30.01.2014 pistes d'opérationnalisation sité de Lorraine, France) IPSE Virginie de Moriamé Memory(ies) at Work : The European Union and the Legacy of History in Philippe Poirier Valérie Rosoux (Uni- 20.01.2014 Euro-Mediterranean Relations versité Catholique de Louvain, Belgium) IPSE Michel Dormal Politische Representation und vorgestellte Gemeinschaft. Die Entwicklung Jean-Paul Lehners Winfried Thaa (Universi- 10.01.2014 des luxemburgischen Parteiensystems und Parlamentarismus und ihr tät Trier, Germany) Beitrag zur Nationenbildung IPSE Marie-Line Glaesener Spatial Determinants of residential Land Values in Luxembourg Geoffrey Caruso 23.09.2014 IPSE Myriam Heirendt Echternacher Memorialkultur im Hochmittelalter. Das Martyrolog-Nekrolog Michel Margue 05.06.2014 der Abtei Echternach (BnF, lat.10158). Edition, Kommentar und Analyse IPSE Kathleen Hielscher Luxembourg and Europe: The Europeanization of National Officials Robert Harmsen 24.02.2014 IPSE Eva Jullien Handwerker der Stadt Luxemburg im Spätmittelalter Michel Pauly 07.11.2014 INSIDE Christian Lamy Die Bewältigung beruflicher Anforderungen durch Lehrpersonen im ersten Helmut Willems 05.05.2014 Berufsjahr: Eine qualitativ-rekonstruktive Studie über die Merkmale beruflicher Bewältigungsprozesse bei Luxemburger Grundschullehrern IPSE Marion Le Texier Les circulations internationales en Europe au XXème siècle. De l’étude Geoffrey Caruso Claude Grasland (Univer- 30.01.2014 des répartitions monétaires à la modélisation d’un système complexe sité Paris VII, France) IPSE Florent Marciacq The Europeanization of national foreign policy in non-EU Europe. The case Philippe Poirier Helmut Kramer (Univer- 27.06.2014 of Serbia and Macedonia sität Wien, Austria) IPSE Martin Mendelski The limits of the European Union's transformative Power: Pathologies Robert Harmsen 18.09.2014 of Europeanization and Rule of Law Reform in Central and Eastern Europe INSIDE Adrian Meule Regulation of emotions and behavioural inhibition in relation of eating Andrea Kübler (Universi- Claus Vögele 14.10.2014 disorders tät Würzburg, Germany) INSIDE Elke Murdrock The process of national identity formation in the Luxembourg context Dieter Ferring 19.09.2014 IPSE Sophie Neuen- Vergangenheitsvorstellungen und Zukunftserwartungen. Geschichtsbe- Sonja Kmec 28.02.2014 kirch-Mankel wusstsein im inter – und intragenerationellen Gespräch in Luxembourg IPSE Sébastien Neveu L’a priori, l’a posteriori, le pur et le non pur chez Christian Wolff et ses maîtres Dietmar Heidemann 17.12.2014 ECCS Heike Niesen The impact of socio-cultural learning tasks on intermediate EFL students’ Sabine Ehrhardt 19.11.2014 grammatical language awareness development IPSE Kerstin Schenkel Politische Partizipation in der Sozialen Stadt Markus Hesse 14.04.2014 INSIDE Raymonde Scheuren Assessment of psychological and psychophysiological characteristics Fernand Anton 24.09.2014 involved in the modulation of endogenous pain control pathways and in the induction of paradoxical pain ECCS Catherina Schrei- Curricula and the Construction of Citizens. An Analysis of the Luxembour- Daniel Tröhler 10.10.2014 ber-Wirtz gian Curriculum in the 19th and 20th centuries IPSE Astrid Spreitzer Effects of European integration on parliamentary control of government: Philippe Poirier 14.03.2014 The case of Luxembourg, 1999-2011 INSIDE Slawomir Wojniusz Prepubertal gonadotropin-releasing hormone analog treatment and its Ira Haraldsen (University Claus Vögele 20.06.2014 effects on behavioural and psychological processes of Oslo, Norway) CONTACT

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Editor: Faculty of Language and Literature, Humanities, Arts and Education

Pictures: Michel Brumat, Serge Waldbillig, fotalia, FNR, i-stock, Lëtzebuerger Journal, Christophe Olinger, University of Luxembourg

Texts: Stephen Evans, Birgit Pfaus-Ravida, University of Luxembourg

Layout: dreihundertzehn.de

April 2015

Faculty of Language and Literature, Humanities, Arts and Education