Utskick 151021

1. PUBLICERA I ÅRSBÖCKERNA I SVENSK UNDERVISNINGSHISTORIA
2. BLOG: REFUGEESECER2015
3. TEACHING AND LEARNING SKILLS FROM ANTIQUITY TO THE ENLIGHTENMENT
4. UTBILDNINGSHISTORISKA SEMINARIET I UPPSALA
5. CFP: ISCHE 2016, CHICAGO
6. CFP: INTERNATIONAL FROEBEL SOCIETY 7TH BIENNIAL CONFERENCE
7. PUBLIKATIONER

1. PUBLICERA I ÅRSBÖCKERNA I SVENSK UNDERVISNINGSHISTORIA
Årsböckerna som Föreningen Svensk undervisningshistoria har gett ut sedan 1921, kan antingen vara nya sammanställningar eller avhandlingar av utbildningshistoriskt intresse eller nyutgivningar av gamla skrifter. Till dags dato har mer än 219 böcker publicerats. Årsböckerna, under redaktion av docent Stig G Nordström, utgör därmed en både väletablerad och välbekant kanal för forskare i utbildningshistoria och en utbildningshistoriskt intresserad allmänhet. Därmed utgör årsböckerna också en god möjlighet för er som vill publicera såväl monografier som antologier och källutgåvor.

Mer info om årsböckerna, se http://undervisningshistoria.se/arsbocker-i-svensk-undervisningshistoria/
Frågor om utgivning? Kontakta Solweig Eklund, info@undervisningshistoria.se

2. BLOG: REFUGEESECER2015
Please take a look at and feel invited to contribute to the blog ”refugeesecer2015” which was initiated by a group of ECER participants and supported by the European Educational Research Journal – EERJ.
https://refugeesecer2015.wordpress.com/

3. TEACHING AND LEARNING SKILLS FROM ANTIQUITY TO THE ENLIGHTENMENT
The course Teaching and Learning Skills from Antiquity to the Enlightenment, 7.5hp, is a collaboration between several Departments at Stockholm University. This course aims to give an introduction to how the emergence, use and availability of the written word transformed teaching techniques and thus significantly impacted on the transmission of culture covering the Classical, Medieval and Early Modern periods. Experts in each field will apply modern pedagogical theories to historical materials, contributing to the understanding of the learning processes at different historical times and contexts.

This is a free standing course taught in English at Master’s level (second level) and will be given on Saturdays during the two last periods of the spring semester 2016 (21/3-5/6 2016).

Apply through Stockholm University’s Swedish website (www.su.se, utbildningskatalogen, ”Undervisning och lärande från antiken till upplysningen”). For more information: http://www.archaeology.su.se, and https://sisu.it.su.se/info/index/AN4224/en
Email: maria.lowe.fri@antiken.su.se

4. UTBILDNINGSHISTORISKA SEMINARIET I UPPSALA
Följande seminarier hålls inom ramen för det Utbildningshistoriska seminariet i Uppsala under ht 2016 och vt 2016. Seminariet är öppet för deltagare både från Uppsala och andra universitet, och följs av postseminarium. Frågor om seminariet riktas med fördel till Esbjörn Larsson <esbjorn.larsson@edu.uu.se>

HT15
1/10 kl 13-15 Johannes Westberg ventilerar bokkapitel ”The Moral Economy of School Districts”
22/10 kl 13-15 Anne Berg ventilerar inledningskapitel till kommande bok
5/11 kl 13-15 Johanna Ringarp (Uppsala/ Södertörn) ventilerar utkast
19/11 kl 13-15 Samuel Edquist ventilerar artikelmanus
10/12 kl 13-15 Andreas Åkerlund ventilerar bokmanus. Henrik Åström Elmersjö (Umeå) är kommentator.
17/12 kl 13-15 Björn Furuhagen & Janne Holmén ventilerar utkast (terminsavslutning)

VT16
28/1 kl 13-15 Christin Mays ventilerar utkast till avhandlingskapitel
18/2 kl 13-15 Johan eller Sara Backman Prytz ventilerar utkast
10/3 kl 13-15 Otso Kortekangas (Stockholm) ventilerar avhandlingskapitel
7/4 kl 13-15 Madeleine Michaëlsson ventilerar utkast
28/4 kl 13-15 Esbjörn Larsson ventilerar utkast
19/5 kl 13-15 Vakant
9/6 kl 13-15 Anne Berg & Samuel Edquist ventilerar utkast

5. CFP: ISCHE 2016, CHICAGO
International standing conference on the history of education 38, Chicago il 17-20 August 2016

With the conference theme “Education and the Body” ISCHE 38 invites historical scholarship that examines the material and discursive positioning of human bodies in education; educational practices of embodiment; as well as metaphorical uses of the concepts of “body” and “bodies” in relation to education. The somatic, disciplinary and embodied dimensions of educational practices have long received attention across many educational fields of study. In recent years cognitive neuroscientists and scholars of the emotions and affect have brought the body into the center of contemporary educational discussions. While all of these topics represent areas of scholarship that have long been of great interest to historians of education, they also present new opportunities and challenges for the field, especially when international and transcultural perspectives and experiences are introduced.

Drawing on recent scholarship and theoretical developments including in fields of study such as disability history, the history of physical education and movement education, the history of material culture in schooling, the history of childhood, the history of architecture and design, and the history of emotions—ISCHE 38 aims to generate a set of sustained conversations amongst historians of education from across the globe on education in relation to the body.
Conference participants are asked to consider how a focus on the body offers us new perspectives into the development of educational patterns and institutions. The 2016 ISCHE conference theme challenges us to examine how difference has historically been created between different bodies, as well as how different bodies have moved and have been shaped to move in the history of education. The consideration of bodies—on multiple axes and levels—also prompts us to rethink our understanding of the individual and social experiences of education and schooling.

Individual paper proposals should be a maximum of 500 words excluding bibliography and may be presented in any of the four official languages of ISCHE — English, French, German and Spanish.
ISCHE 38 also accepts proposals for preformed panel/symposia. These proposals should include a 500 word abstract of the proposed panel/symposium, followed by titles and 200-300 word abstracts of each of the panel’s papers.

Submission deadline 31 December 2015.
For additional information please contact ische2016@ische.org
Conference website: ische.org/2016
Twitter: @ISCHE2016

6. CFP: INTERNATIONAL FROEBEL SOCIETY 7TH BIENNIAL CONFERENCE
What does it mean to understand Froebel? – Working on, with and according to Froebel today
Lutheran Froebel Training Institute, Kassel, Germany, 23-25 June 2016

Nationally and internationally, we see today a broad variety of opportunities to value Froebel pedagogy in terms of both theoretical and/or practical interests. The range of readings and applications covers philologically exact reconstructions of the “authentic” Froebel as well as modernized interpretations and even some divergent forms of practical transfer into concrete kindergarten work. An important aim of the conference is to provide a forum for the different forms of work and research on, with and according to Froebel worldwide, and to offer opportunities for dialogue and mutual exchange about individuals’ access to and the handling of Froebelian pedagogy.

The conference seeks not only to explore some of the potentially endless possibilities of understanding and putting Froebel into practice; it also seeks to analyze critically the many means of applying Froebel: on the one hand it seems clear that there is not only one “correct” way of interpreting Froebel and of working with him, it is not true that any and every form of Froebel adaptation can hence be considered as “right” and “legitimate” and be respected as such.

Given these perspectives, the 2016 Biennial IFS Conference thus invites presentations that question “authenticity” in innovative ways. How can legitimate and justified forms of theoretical and practical Froebel interpretation be distinguished from illegitimate and problematic forms of Froebel use, including those that might be dictated largely or solely by commercial interests. Moreover, if work on, with and according to Froebel includes working in his “spirit” or from his perspective it has to be asked what that might actually mean today.

With these goals in mind, we invite to the 2016 Biennial IFS Conference in Kassel all who — according to their own understanding — study or practice Froebelian education – whether in historical, theoretical and/or pragmatic-practical terms. Our aim is to foster a vivid exchange and to clarify and discuss the different understandings and existences of Froebel and Froebelian education.

Please send your proposal as e-mail attachment to Andrea Matheis (a.matheis@ev.froebelseminar.de). Questions concerning the conference may also be directed to that address.

The conference languages are English and German. Details about the conference location and registration will soon be made available on the IFS’s Germany website, http://www.froebelsociety.de, and on its English-language site, http://www.ifsfroebel.com.
We plan to publish a selection of the papers in book form after the conference.

7. PUBLIKATIONER
Coninck-Smith, Ning de, Rosén Rasmussen, Lisa & Vyff, Iben (2015). Da skolen blev alles: tiden efter 1970. Aarhus: Aarhus Universitetsforlag

Förander, Jan (red.) (2015). Alfred Dalin: folkbildare och skolbyggare. [Huskvarna]: Dalinföreningen.

Lind Christensen, Ivan & Ydesen, Christian (2015) Routes of Knowledge: Toward a Methodological Framework for Tracing the Historical Impact of International Organizations, European Education, 47:3, 274-288, http://dx.doi.org/10.1080/10564934.2015.1065392

Lindmark, Daniel. “The religious element in educational history: Research traditions and broad perspectives.” IJHE Bildungsgeschichte 5, no. 2, 221–223.

Sandgren, Petter (2015). Internatskolorna: Att fostra en elit. Bokförlaget Atlantis. http://www.atlantisbok.se/7893.Bok-Internatskolorna

Svonni, Charlotta. ”At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011.” Creative Education 6, no. 9 (2015), 898–906. DOI: 10.4236/ce.2015.69091

Åhsberg, Bengt (2015). Studenter i krig och fred: Sverige och det internationella studentsamarbetet i storpolitikens skugga 1919-1970. Malmö: Universus Academic Press

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