Data

How are borders and time related? Are borders shifting state lines enshrined in history, the landscape, and cultural heritage? Are borders places where new understandings of time and space can be formed? Are temporalities of borders the material appearance, transformation, and disappearance of borders or the social practices which leave us with traces of times, tidelines, phantom, or ghost borders? Have we paid enough attention to the experiences of people from different ages passing borders?

This article explores the history and genealogies of digital history, set within the broader context of how new technologies have shaped historical research practices and knowledge production since at least the late nineteenth century. For over a century, historians have reflected on the impact of mechanical aids and computing on their discipline. Along the way, they have debated key epistemological and methodological questions that have resurfaced in our current era of digital history, yet this is often forgotten.

This paper attempts to analyse some aspects of the Nazi ethnicity and citizenship policy using the case study of Luxembourg occupied by Nazi Germany, as well as the underlying practices of exclusion and inclusion. These are studied in connection with the heterogeneity of the population of a country like Luxembourg that has both emigration and immigration, along with the changes of the course of war from 1942 onwards. This is the first scientific paper where the focus is placed specifically on ethnicity and citizenship policy for Luxembourg during the Second World War.

During World War II, over half a million men and women under Nazi occupation, who lacked German citizenship, were forcibly conscripted into the German Reichsarbeitsdienst and the Wehrmacht. The Nazis sought to legitimize this conscription by labeling these individuals as “deutsche Volkszugehörige” or “Deutschstämmige,” despite it being a clear violation of international law.

This Memory Studies Review special issue explores the intricate relationship between artificial intelligence (ai) and collective memory. In the one hand, the emergence of generative ai, exemplified by ChatGPT’s 2022 release, appears to herald a new infrastructure for collective memory. On the other, the memory studies work highlights the limits and the backlashes of this new form of memory in its social dimension. This leads to raise a provocative, open-ended question: Is artificial intelligence the future of collective memory?

En revenant sur des études de cas appuyées sur de vastes corpus d’archives du web et des réseaux socio-numériques, dédiés d’une part à la viralité en ligne et d’autre part à la crise de la COVID-19, il s’agira d’interroger la manière dont les archives du web, croisées à d’autres sources, peuvent permettre de reconstruire des cultures numériques et leur évolution ou/et d’informer des phénomènes contemporains. Nous présenterons les atouts et limites de la lecture proche et distante de tels corpus composites et parfois transnationaux.

The online exhibition WW2.lu explores Luxembourg's experiences during World War II using recent historiography and digital resources.

Luxemburg wird am 10. Mai 1940 vom nationalsozialistischen Deutschland überfallen. In den folgenden zwei Jahren wird das Großherzogtum praktisch in NS-Deutschland integriert. Verwaltungstechnisch ist es nun Teil des Gaus Moselland. Die jungen luxemburgischen Bürger werden gezwungen, sich dem Reichsarbeitsdienst (RAD) anzuschließen.

WW2.lu. Luxemb(o)urg in the Second World War is an online exhibition developed by the C²DH of the University of Luxembourg based on a 2021 convention with the Ministry of State. The aim of the exhibition is to present the history of Luxembourg during the Second World War, taking account of recent historical research. To this end, it relies on the advantages of the digital format. The exhibition makes it possible to approach the experiences of Luxembourgers from different perspectives by drawing on rich and often unknown documentation.

During the Second World War, several thousand people from the Soviet Union and occupied Poland were brought to Luxembourg during its occupation by Nazi Germany. Once there, they were expected to satisfy the demand for labour in industries that were important to the war effort, as many of Luxembourg’s workers had been drafted into the German army and the need for steel production was higher than usual as a result of the war.

The presentation will offer a broad overview of the Historical Archives of the European Union (HAEU) founded in 1983 and will explore its wide range of multilingual, multimedia sources and archives for both researchers and the general public, while also analysing the current interdisciplinary challenges, historiographical issues and innovative practices which it is facing in the digital age.

Women from all horizons played a crucial role in the post-war European project, including democratic transitions in Central and Eastern Europe and EU Eastern enlargement. However, their impact remained under-explored, even if recent shifts in historical practice have led to a reinsertion of women in a wide-range of disciplines. The objectives of 1). nurturing advancement of the research agenda on the role of

In the process towards European economic and monetary union, two reports played crucial roles. The 1970 Werner Report argued for both a supranational monetary pillar and a supranational economic pillar, while the 1989 Delors Report focused on the monetary pillar, and there was scepticism about discretionary fiscal policy.

On 1 May 2004, with the accession of 10 candidate countries (Cyprus, Czechia, Estonia, Hungary, Latvia, Lithuania, Malta, Poland, Slovakia and Slovenia), the European Union (EU) not only marked the biggest enlargement in its history, but also opened up for the first time to the countries of Central and Eastern Europe, which had embarked on the transition to freedom, democracy and a market economy after long decades of communist and dictatorial regimes. On 26 April 2005, Bulgaria and Romania have also been included in this process.

When futures are disconnected from the past due to disaster and disruption, how do we study and story educational histories and to what ends? The role of education as a motor of technological progress facilitating imagined human sovereignty seems to have lost its persuasive power in creating better futures for all. Therefore, this Special Issue asks historians of education to acknowledge non-Western and Indigenous knowledge paradigms, education systems, and perspectives that have sustained peaceful and healthy ecological systems for millennia.