utskick 161208

4. CfP: ESSHC 2018

The Annual Gustaf Vasa Seminar, May 22–24, 2017, Department of History and Ethnology, University of Jyvaskyla

Education is a topic that touches all of us, personally and professionally. It is a complex and pressing topic today, as it has been in the past as well. However, the long term trajectories in the history of education and development of educational policies, systems and ideologies has seldom been paid attention to. Instead, case driven examples or national histories, often put together by those without the frameset essential for proper historical analysis have been emphasized. This has led to either falsely universal theoretization, universalism and or fragmentation in the field of educational studies. The essential core of why some systems prevail over others somewhere, but not everywhere has not been answered. Moreover, the ideas of attempting to practice educational transfers intentionally, and often commercially have mostly failed due to the failure to understand the essential contexts and historical trajectories they have been dependent of. Historical analysis, including for instance comparisons, such as has been called for example by Jeremy Rappleye and Robert Cowen might offer insight to these dilemmas and also help to understand the situation where we are now. Historical analysis is required to understand the systems and policies which are under the constant pressure of being renewed and renegotiated, especially as the basis of these demands tend to be only skin deep analysis.

Education is an inherently multidisciplinary field of research: it involves politics, network analysis, history, pedagogy, social sciences, economics, and their respective sub- and adjacent fields. It is also a global field of research: questions about education are pondered the world over.

Too often, however, the approach of educational research has been narrowed down to one discipline only, and the focus has been either local, national, or at best, slightly comparative. A wider perspective might provide more insight on the complex topic of education. But what forms could this wider perspective on education take? How to adopt and implement it in practice? How to incorporate for instance critical inquiry and comparativeness into educational research? And what are the challenges, advantages, and downsides in doing so?
We invite scholars from all fields of scholarship to discuss with us about education, and the past, present, and future of educational research.

The focus of the seminar is on European education. We especially encourage papers on the following themes:
1) Educational institutions and institutionalism
2) Educational policies and politics
3) International transfers in ideas, policies and institutions
4) Finances and investments in education.
5) Methods and theories for critical and comparative research.

The deadline for sending the max 400-word abstracts is 7 January, 2017.

Authors of the papers chosen for the conference will be notified during February 2017.
The three-day conference will be held in May 22-24, 2017 at the University of Jyväskylä, Finland. Keynote speakers: TBA.

For further information, please follow our blog: http://gustavvasa2017.blog.jyu.fi/

Venue: University of Jyväskylä, Department of History and Ethnology
Working group: Heli Valtonen, Henna-Riikka Pennanen, Matti Roitto
Contact information: Email: gustavvasa-seminar[at]jyu.fi

Call for Papers for ISCHE 39 (July 18th-21st 2017), Buenos Aires/Argentina

Touching bodies as emancipation?

Convenors: Marcelo Caruso (Humboldt University/Berlin), Inés Dussel (DIE/CINVESTAV, Mexico), Diana Vidal (University of Sao Paulo)

Tactile and bodily entanglements in educational practices in and outside schools have been interpreted in many different ways. They may represent a more direct pedagogical intervention through touching; they may hint at the dangers of body contact; they may be considered as opportunities of contagion as in hygienist programmes or as an opportunity to achieve order as in the discourses on body punishment. Even for some educational practices like learning to dance, touching bodies may have had a structuring effect. Yet touching bodies has been rarely analysed in terms of their potential emancipating powers. Bodies have become in the course of times as one of the most promises surfaces for enabling different registers of emancipation. In touching the communion bread, a Christian participates in a moment of emancipation from evil and sin. Coordinating gymnastic movements in Prussia in 19th century has been a practice intrinsically entangled with a national emancipation movement. Rituals of nudist culture were seen as educational opportunities for getting back to nature and emancipating from a decadent society. Touching animal bodies has been recommended as a way of articulating emotions and learning. Avant-garde sexual practices became a central interest in the context of the transnational cultural and political movements associated with the year 1968. Of course, liberation did not unmistakably come about through these practices. Christians were trapped in a dialectic relation of approaching liberation and hell; Prussian liberals ended advocating a new form of separating bodies through militarisation; some nudist groups eschewed the ambivalent potentials of body contact; animal bodies could also represent a source of danger (being bitten) or contagion; and, of course, some sexual experiments involved in a new kind of education of the sentiments in late modern times ended in forms of harassment and abuse. Nonetheless, the link between (achieved and/or failed) emancipation and touching bodies in the field of education remained in many cases a two-faced issue.

The Standing Working Group aims at discussing the specific links of body contact in educational fields from the perspective of political, cultural, national, sexual, social and pedagogical emancipation. Contributions may address both programmes and practices, promises and dangers, success and failure. Yet, at the same time, contributions should ideally propose conceptual frames for linking abstract emancipatory programmes with situated techniques and processes.

Deadline: January 15, 2017. Please submit your abstract (max. 500 words) including title, name, institutional affiliation, conceptual approach, historical sources and main discussion points to: Marcelo.caruso@hu-berlin.de

Nu är höstnumret av Nordic Journal of Educational History (NJEdH) e-publicerat, se innehåll nedan. Alla artiklar finns fritt tillgängliga här: http://ojs.ub.umu.se/index.php/njedh/issue/view/6

NJEdH är en elektronisk, lektörsgranskad (double-blind peer-review), Open Access-tidskrift; den är gratis att läsa och det är gratis att publicera i den. Tidskriften är tvärvetenskaplig och behandlar utbildningshistoria med särskild relevans för den nordiska regionen. Vi välkomnar bidrag på engelska och på skandinaviska språk. Tidskriften publiceras med bidrag från Nordiska publiceringskommittén för humanistiska och samhällsvetenskapliga tidskrifter (NOP-HS), och indexeras av Google Scholar, Directory of Open Access Journals (DOAJ) och ERIHplus. Tidskriften finns också på ”norska listan”.

Information för presumtiva författare finns på hemsidan: http://ojs.ub.umu.se/index.php/njedh/about/submissions

Innehåll, NJEdH 3:2

Notes from the Editors
David Sjögren & Johannes Westberg

Swedish Education Exhibitions and Aesthetic Governing at World´s Fairs in the Late Nineteenth Century, Christian Lundahl

Attempting Institutional Change: Swedish Apprenticeship, 1890–1917, Sandra Hellstrand

Book Reviews
Mattias Börjesson, Från likvärdighet till marknad. Reviewer: Dennis Beach (English)
Petter Sandgren, Internatskolorna. Reviewer: Tomas Wedin (English)
Joakim Landahl, Politik & Pedagogik. Reviewer: Nina Volckmar (Norwegian)
Jens Erik Kristensen & Søs Bayer (red.), Pædagogprofessionens historie og aktualitet 1 & 2. Reviewer: Johannes Westberg (English)

4. CfP: ESSHC 2018
[ESSHC är en konferens med ett betydande inslag av nordisk utbildningshistorisk forskning under nätverket Education and Childhood]

The International Institute of Social History will organize the Twelfth European Social Science History conference in Belfast, 4-7 April 2018 at Queen’s University.

The ESSHC aims at bringing together scholars interested in explaining historical phenomena using the methods of the social sciences. The conference is characterized by a lively exchange in many small groups, rather than by formal plenary sessions.

The Conference welcomes papers and sessions on any topic and any historical period. It is organized in a large number of networks:

Africa ‑ Antiquity ‑ Asia ‑ Criminal Justice ‑ Culture ‑ Economics ‑ Education and Childhood – Elites and Forerunners ‑ Ethnicity and Migration ‑ Family and Demography – Health and Environment – ‑ Labour ‑ Latin America – Material and Consumer Culture – Middle Ages ‑ Oral History – Politics, Citizenship and Nations – Religion ‑ Rural ‑ Sexuality – Social Inequality – Spatial and Digital History – Science and Technology ‑ Theory – Urban ‑ Women and Gender – World History

Pre-registration of paper and session proposals is now open on our website. The deadline for sending in a proposal is May 1, 2017.

More information on the conference and the pre-registration form can be found on the ESSHC website: https://esshc.socialhistory.org

Elmersjö, Henrik Åström. ”Establishing an ideologically coherent history: Swedish social-democratic historical culture, 1881–1900.” Scandinavian Journal of History (e-pub ahead of print), doi: http://dx.doi.org/10.1080/03468755.2016.1261445.

Gardin, Matias, How can curriculum history benefit from sociolinguistics? The importance of language controversy in the making of citizens in nineteenth- and twentiethcentury Europe, Cogent Education (2016), 3: 1251076. https://doi.org/10.1080/2331186X.2016.1251076

Kotilainen, Sofia, Literacy Skills as Local Intangible Capital. The History of a Rural Lending Library c. 1860-1920. Studia Fennica: historica 21. Turenki 2016, 364 pp. https://www.tiedekirja.fi/default/literacy-skills-as-local-intangible-capital.html

Petterson Lars. The education of new groups in society. In: Cambridge History of Scandinavia: Volume II. 1520–1870. 1 Cambridge: Cambridge University Press; 2016. p. 846-869.

Westberg, Johannes. Funding the Rise of Mass Schooling: The Social, Economic and Cultural History of School Finance in Sweden, 1840–1900. Cham: Palgrave Macmillan, 2017. https://www.palgrave.com/gp/book/9783319404592

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