1. CfP: WORKSHOP ON ‘COLONIALISM AND EDUCATION’ (EUI, FLORENCE)
2. 1817-2017: TWO CENTURIES OF ‘FROEBEL THE PEDAGOGUE’ IN KEILHAU
3. CfP: MEMORIES AND PUBLIC CELEBRATIONS OF EDUCATION IN CONTEMPORARY TIMES
4. CfP: REVISITING THE LOCAL DIMENSION IN HISTORICAL-EDUCATIONAL RESEARCH
5. PUBLIKATIONER
1. CFP: WORKSHOP ON ‘COLONIALISM AND EDUCATION’ (EUI, FLORENCE)
European University Institute (EUI, Florence), October 2017
Workshop on ‘Colonialism and education in a comparative perspective: analysing gendered civilizing missions (ca. 1850-1970)’
In recent years, education has received renewed attention from historians interested in nineteenth- and twentieth-century colonial contexts. The workshop hopes to bring together a group of around ten scholars working on diverse geographical, religious and cultural contexts, which will enable a discussion on which approaches and methods are regarded as most fruitful for researchers across the field of colonial history. Apart from historians working on ‘overseas’ European colonies, we also strongly encourage scholars of the European land empires and other colonial/imperial political constellations to apply.
Topics and themes may include:
– Theoretical reflections on age, gender and education in a colonial context
– Methodological issues and source material related to colonial education
– Oral histories about children’s and teachers’ experiences
– Discourses of ‘modernity’ and ‘tradition’ in relation to education
– Family life and domesticity in colonial education
– The relationship between education, gender and the marriage market
– Education as a preparation for paid labour
– Colonial education, charity and its gendered aspects
The workshop is to be held on 26 October 2017 in Villa Salviati, EUI, Florence. To apply, please send an abstract of around 500 words and a short biographical note to kirsten.kamphuis@eui.eu by 20 April 2017. Applicants will be notified of the decision in May.
Organizers:
Maryna Batsman and Kirsten Kamphuis (European University Institute)
Elise van Nederveen Meerkerk and Daniëlle Teeuwen (Wageningen University & Research)
2. 1817-2017: TWO CENTURIES OF ‘FROEBEL THE PEDAGOGUE’ IN KEILHAU
With the IFS as patron, The Thuringia (Germany) Froebel Association and JugendSozialwerk Nordhausen e. V. are hosting a number of events in celebration of the 200th anniversary of the founding of Froebel’s first educational institution, “Allgemeine Deutsche Erziehungsanstalt” (General German Education Institute) in Keilhau/Rudolstadt. In addition to celebrating Froebel’s achievements and those of his students and supporters over many generations, events planned for this year will address the relevance and implications of Froebel’s philosophy for education and schooling today.
The 2017 Jubilee Year will officially begin with an opening ceremony on 21 April, and a symposium organized by the International Froebel Society – Deutschland on 22 April. Both events will take place in Keilhau.
To register for those events and for details of the other events scheduled throughout the year, seehttp://www.ifsfroebel.com/?p=437
3. CfP: MEMORIES AND PUBLIC CELEBRATIONS OF EDUCATION IN CONTEMPORARY TIMES
Special Issue of «History of Education & Children’s Literature» n. 1, 2019:
«Memories and Public Celebrations of Education in Contemporary Times»
This monographic issue – which intends to continue the line of research introduced by the international symposium «School Memories. New Trends in Historical Research into Education: Heuristic Perspectives and Methodological Issues» (Seville, 22-23 September 2015) – aims to focus on the multifaceted representation of the school as an institution, and of schooling as a mass phenomenon, which was offered in the past, and is still offered today, by the public celebrations promoted on the basis of precise politics of memory. On the other hand, it also intends to explore the socio-cultural dynamics which oversee the commemoration of the figures and the thought of educationalists, as well as of teachers and their educational role. In this sense, the new perspective with which past schooling is observed, may allow expanding the heuristic prospects of the history of education, safeguarding its historiographical dimension, and overcoming the temptation to resort to alternative interpretive paradigms. The purpose of this dossier is therefore to offer the international scientific community of educational historians a first in-depth reflection concerning this specific new area of research, by defining its general theoretical coordinates and by offering precise methodological criteria for its correct historiographical overview.
Deadline: By 30th September 2017, each author must submit a draft of an article in English, using the attached submission form. This form must be sent to the email address: roberto.sani@unimc.it.
For more information, see https://networks.h-net.org/node/73374/announcements/170485/memories-and-public-celebrations-education-contemporary-times
4. CfP: REVISITING THE LOCAL DIMENSION IN HISTORICAL-EDUCATIONAL RESEARCH
Following recent advances in historical-educational research at the international level, this special issue invites scholars to engage in research that draws out the heuristic value of the local dimension in the history of education by reconstructing the processes whereby schooling was introduced across different country contexts. The submitted articles should discuss the history of schooling not only at the institutional and legislative levels, but also in biographical, social and material terms, bringing to light meaningful descriptions, memories, periods, events, and aspects of schooling, and illustrating the educational practices that were concretely implemented in the classroom, as opposed to those prescribed by law and by official programmes.
Adopting a local approach can help to advance our understanding of: the types of school present in each historical context; the educational models transmitted through them; their teachers and pupils; and the expectations of students and families. Reconstructing individual contexts or institutions via published or unpublished sources stored in local archives and/or libraries allows us to assess the extent to which national legislation was being put into practice across a given country at a given point in time, providing us with valuable insights into how national education systems gradually developed. Such an approach can also help us to trace a history of education that grew from the “bottom up”, hand in hand with the forging of cultural identities at the country level. The period to be investigated is that spanning the nineteenth and twentieth centuries, during which schooling – at all levels – was closely implicated in the formation of national identities.
Hence, the aim of this call for papers is to gather studies on: schools themselves as educational institutions; the main actors in these institutions (teachers, principals, administrators, and groups of students); school cultures (copybooks, textbooks, educational practices); education programmes; educational tools; and the forms of identity construction deployed by local actors – whether institutional, social, or individual – in this historical process.
Articles may be written in Italian, English, French, Spanish, or Portuguese.
KEY THEMES
*Local school history: the institutions and the subjects who played a key role in them.
*The role of local and national identities in the spread of schooling
*Nationalization processes.
*School cultures and educational practices
GUIDELINES FOR AUTHORS AND DUE DATES
The deadline for submission proposals is 31 May 2017. A brief abstract describing the historical setting and theme of the article, the research methodology adopted, the sources drawn on, and a short bibliography (max. 10 references) should be sent to Segreteria CIRSE, marked to the attention of Prof. Gianfranco Bandini, at: segreteria@cirse.it; (and copied to the editors of the special issue at: barausse@unimol.it; carla.ghizzoni@unicatt.it; juri.meda@unimc.it).
By 15 July 2017 the result of the preliminary assessment will be communicated, as well as the acceptance or rejection of the proposed article. The final delivery of accepted texts must take place by 31 January 2018.
All submissions will be subjected to an anonymous peer review process, as required by the journal.
For further information, please contact: barausse@unimol.it; carla.ghizzoni@unicatt.it; juri.meda@unimc.it; and segreteria@cirse.it.
5. PUBLIKATIONER
Berg, A. Larsson, E.,., Michaëlsson, M., Westberg, J. & Åkerlund, A. (Eds.). (2017). Utbildningens revolutioner: Till studiet av utbildningshistorisk förändring. Uppsala. Fulltext: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-57049
Karl Bruno (2017, Silvi-kulturella möten: Sveriges lantbruksuniversitet och högre skoglig utbildning i Etiopien 1986–2009. Nordic Journal of Educational History vol. 4, no 1. http://ojs.ub.umu.se/index.php/njedh/issue/view/7
Dahlstedt, Magnus & Fejes, Andreas, ”Shaping entrepreneurial citizens: a genealogy of entrepreneurship education in Sweden”, Critical Studies in Education (ahead of print). http://dx.doi.org/10.1080/17508487.2017.1303525
Elmersjö, Henrik Åström, Clark, Anna, Vinterek, Monika (2017 (Eds.) International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars (Palgrave Macmillan). http://www.palgrave.com/la/book/9781137554314
Gardeström, Elin (2017). ”Losing Control: The emergence of journalism education as an interplay of forces” Journalism Studies 18, no. 4: 511-24.
Kortekangas, Otso (2017). Useful citizens, useful citizenship: cultural contexts of Sámi education in early twentieth-century Norway, Sweden, and Finland, Paedagogica Historica, 53:1-2, 80-92, DOI: 10.1080/00309230.2016.1276200
Christian Larsen (2017), A Diversity of Schools: The Danish School Acts of 1814 and the Emergence of Mass Schooling in Denmark. Nordic Journal of Educational History vol. 4, no 1. http://ojs.ub.umu.se/index.php/njedh/issue/view/7
Larsson, Anna, Norlin, Björn & Rönnlund, Maria (2017). Den svenska skolgårdens historia (Lund: Nordic Academic Press)
Sundevall, Fia, (2017) ”Military education for non-military purposes: economic and social governing projects targeting conscript in early twentieth-century Sweden”, History of Education Review, Vol. 46 Issue: 1, http://dx.doi.org/10.1108/HER-05-2016-0024
Tandefelt, Henrika. ”’Pappas egen Ernst’. Att fostras till man och adelsman i Finland kring sekelskiftet 1900”. Scandia 2016:2
Det utbildningshistoriska nätverket 