Education as a Factor of Political and Social Stabilization in the Context of Territorial Changes Following an Armed Conflict: The Case of Szczecin After World War II

Purpose: The aim of the article is to attempt to create a collective portrait of teachers in the conditions of population shifts on the Polish-German borderland after World War II. Design/Methodology/Approach: The method involves statistical analysis of data from archival materials, memoirs of participants, and literature allowing for the creation of a collective portrait of the community. The argumentation is based on the analysis of the collective of teachers of the first high school in Szczecin established after World War II. The findings allow for generalizations to be made about the entire teaching community, both in Polish territories and other areas affected by population exchange due to armed conflict. Conclusions: The presented example allows us to conclude that the establishment of educational institutions is essential for creating conditions for settlement, but at the same time, teachers from settlement groups exhibit similar characteristics to the entire migratory population. Practical implications: Practical implications for decision-makers and researchers of migration processes and the effectiveness of state policy in shaping social structures. Originality/value: The presented issue has not been subject to scientific analysis before.