1. DEN DANSKA SKOLAN 200 ÅR
2. UTLYSNING: DOKTORANDPLATS I UTBILDNINGSSOCIOLOGI (UPPSALA)
3. CFP: SHCY EIGHTH BIENNIAL CONFERENCE
4. CFA: JAHRBUCH FÜR HISTORISCHE BILDUNGSFORSCHUNG/ANNUARY FOR HISTORY OF EDUCATION 21
5. PUBLIKATIONER

1. DEN DANSKA SKOLAN 200 ÅR
I 1814 underskrev Kong Frederik d. 6. en række skolelove, der fastslog undervisningspligt for alle danske børn.

Det centrale i skoleanordningerne er koblingen mellem ret og pligt: Pligt til at blive undervist og ret til at modtage undervisning. Selvom selve skolesystemet har været præget af stor forskellighed, har skolegang således i en eller anden form været en fælles erfaring for stort set alle børn i Danmark siden 1814.

200-års jubilæet er en markering af begyndelsen på og udviklingen af en central samfundsinstitution. Men det er også en fejring af, at alle børn skal have en grundlæggende skoleuddannelse – og en mulighed for at skabe debat og opmærksomhed om, hvorfor skolen i dag er, som den er.

Mer information om projektet, vilket bland annat inkluderar fembandsverket ”Dansk Skolehistorie i 500 år”, se http://skole200.dk/

Se även: http://edu.au.dk/forskning/projekter/danskskolehistorie/

2. UTLYSNING: DOKTORANDPLATS I UTBILDNINGSSOCIOLOGI (UPPSALA)
Tillträde 2014-09-01 Utbildningssociologin utforskar bildning, utbildning, undervisning, fostran och lärande i relation till andra delar av samhället och till genomgripande samhälleliga processer, exempelvis arbetslivets förändringar och globalisering. Ett centralt problemområde inom den utbildningssociologiska forskningen är mötet mellan elevers, studenters och lärares olika tillgångar och den ordning som råder i utbildningsväsendet. Andra väsentliga problemområden är utbildningsinstitutionernas framväxt och utveckling samt relationen mellan utbildning och andra samhällsområden så som ekonomins, kulturens och politikens världar. Till grund för utbildningssociologin ligger mer generella sociologiska och historievetenskapliga forskningstraditioner.

En överblick över pågående forskning i ämnet utbildningssociologi vid Uppsala universitet, där också utbildningshistoriska forskar- och doktorandprojekt ingår, kan erhållas på http://www.skeptron.uu.se/broady/sec/pre.htm

Välkommen med din ansökan senast den 15 maj 2014, UFV-PA 2014/1169.

För mer info, se även: http://www.uu.se/jobb/detaljsida/?positionId=36273

3. CFP: SHCY EIGHTH BIENNIAL CONFERENCE
Date: June 24-26th, 2015
Location: University of British Columbia, Vancouver, Canada
Proposal Submission Deadline: October 1, 2014
Description: “In Relation: Children, Youth, and Belonging”

The Program Committee invites proposals for panels, papers, roundtables or workshops that explore histories of children and youth from any place and in any era. We will, however, give particular attention to proposals with a strong historical emphasis and that bear on the theme of this year’s conference.

Relationships are foundational to human lives and to children’s experience of the world. They might involve coercion and suffering, or agency and liberation. Domestic relationships with parents, caregivers, siblings, relatives, and pets shape young people’s sense of self, their experie nces and their place in the world. Wider relationship circles, including those with peers and adult professionals such as teachers, doctors, police, and social workers, likewise affect young people’s position in the world in diverse ways.

The complex effects of large-scale events and phenomena including colonization, imperialism, war, industrialization, urbanization, and disease epidemics, among others, have both direct and indirect effects on young peoples’ relationships that vary across time and cultural context. Virtual relationships facilitated by letter writing and, more recently, digital technology, provide young people with a distinctive window onto international connections and cross-cultural influences. Relations of power, often uneven and always nuanced by gender, race, class, sexuality, and (dis)ability, flow through all relationships that young people forge and encounter. Historical research that explores the varied meanings attached to the range of relationships young people experience usefully expands our understanding of both the past and present.

Single paper proposals and all parts of the complete panel session proposals should be gathered into one PDF document and sent as an email attachment to Mona Gleason (mona.gleason@ubc.ca). The Program Committee will finalize decisions no later than January 15, 2015.

Direct queries to the Chair of the program committee:
Mona Gleason, mona.gleason@ubc.ca, University of British Columbia

För mer info, se http://shcyhome.org/

4. CFA: JAHRBUCH FÜR HISTORISCHE BILDUNGSFORSCHUNG/ANNUARY FOR HISTORY OF EDUCATION 21

Focus: Education and hegemony
According to critical education theories and empirical research, practices and institutions of education are not at all only means of emancipation and individual and collective enlightenment. Rather, they are also – or even primarily – practices and places where power relations are established and perpetuated. However, as recent historical research on education has emphasized the scope for individual action and the room for alternative interpretations, resistant behavior and divergent attributions of meaning, the instrumental role of education in establishing and maintaining political and cultural hegemonies (greek hegemon: leader) has somewhat been neglected. According to Antonio Gramsci, the term hegemony denotes the domination of one social class over others. This kind of hegemony implies not only economic and political domination but also the capacity to impose particular world views upon other groups and to establish these views as universally accepted truths. This definition substantially extended the original meaning of the term, for throughout the 19th century, hegemony was primarily defined as the domination of certain states or world regions over others. Over the last few decades, political philosophers have referred to Gramsci’s wider definition and decoupled it from its close connection with the Marxist class concept. Based on the work of authors like Ernesto Laclau and Chantal Mouffe, hegemony now came to be conceptualized as a fundamental operation for the construction of “society,“ an operation that is instrumental in establishing and stabilizing meaning in the form of so-called discursive articulations.

The focus of the Jahrbuch für Historische Bildungsforschung 21 (2015) is on how hegemonies are established by means of education and how hegemonies are constructed within the field of education itself. Drawing on the various meanings of the term hegemony, this may refer to e.g. the establishment of geographic and cultural hegemonies (world system, colonialism, post-colonialism etc.), the dominance of particular groups, classes and social environments (poverty, inequality, symbolic hierarchization etc.), and the discursive production of stable and lasting meanings by means of education and within certain areas of education and socialization respectively (gender, ethnicisms, discursive practices, thorough enforcement of particular role models and norms etc.). The concept of hegemony may provide a suitable frame for addressing and discussing these rather disparate questions, which may certainly be related to other practices and institutions where hegemonies are established, from a history of education perspective.

Deadline for proposals: 31 August 2014
Notification of acceptance or rejection of proposals: by 30 September 2014
Deadline for articles: 15 March 2015
Review of the articles: April-May 2015
Please e-mail your proposal to: Prof. Dr. Marcelo Caruso, Humboldt-Universität zu Berlin, e-Mail: marcelo.caruso@hu-berlin.de

5. PUBLIKATIONER
Charlotte Appel og Ning de Coninck-Smith: Dansk skolehistorie gennem 500 år – fra idé til projekt og bogværk. Årbok for norsk utdanningshistorie, 2013/2014, s. 8-27

Anette Faye Jacobsen og Anne Katrine Gjerløff: Da skolen blev sat i system. Dansk skolehistorie, hverdag, vilkår og visioner, 1850-1920, Aarhus Universitetsforlag.