Paedagogica Historica vol:49 issue:1 pages:149-159
Power over education and the upcoming generations has always been an important instrument in shaping religious and secular values. As a consequence, control over schools, pupils and teachers was, particularly in periods of war, an important means for bringing about acceptance of the new regime. The aim of this article is to discuss priest-teachers’ wartime memories of German interference in Belgian education during World War II, on the basis of a survey conducted in the 1970s. By looking at teachers’ memories, this paper contributes to a neglected field of study in the history of education and the historiography of World War II. The analysis of the questionnaires illuminate how certain aspects of German educational policy were remembered by teachers and how they positioned themselves in the landscape of World War II memory. As a result, this paper demonstrates that the survey does not only offer an interesting source for investigating the war itself, but also sheds light on the changing post-war relationship between education, society and the state.