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Velkommen til Den sjuende nordiske utdanningshistoriske konferansen, Trondheim 19.-20. september 2018

Tema for den sjuende nordiske utdanningshistoriske konferansen er utdanning og samfunn i endring. Hvordan har utdanning og oppdragelse forholdt seg til samfunnets utfordringer og behov gjennom tidene? Hva kan utdanningshistorie bidra med i møte med dagens samfunnsutfordringer – som for eksempel økende ulikhet, migrasjon, klimaendringer og teknologisering? På hvilken måte kan vi best undersøke disse endringene historisk?
Konferansens tema er bredt og inviterer til ulike refleksjoner og analyser. Utdanningshistorie er i dag et tverrvitenskapelig forskningsfelt som inkluderer forskere fra ulike akademiske disipliner og har et bredt tematisk nedslagsfelt – fra barne- og ungdomshistorie via skole-, universitets og kirkehistorie til pedagogisk lærdoms- og idehistorie. Vi håper at konferansen kan belyse problemstillinger knyttet til konferansens tema med ulike historiske perspektiv og metoder.

De foregående seks konferansene har vært lagt til Sverige. Den sjuende nordiske utdanningshistoriske konferansen er lagt til Norges teknisk-naturvitenskapelige universitet (NTNU) i Trondheim. Arrangør er Institutt for pedagogikk og livslang læring i samarbeid med Utbildningshistoriska nätverket (https://utbildningshistoria.se/), Nordic Journal of Educational History (http://ojs.ub.umu.se/index.php/njedh) og en nasjonal programkomité.

Praktisk informasjon
Etter konferansen vil det publiseres et temanummer av Nordic Journal of Educational History med bidrag fra konferansen. Alle som deltar på konferansen inviteres til å sende inn artikler for fagfellevurdering (peer review).
Konferansen holdes på de skandinaviske språkene og engelsk. Til konferansen kan både forslag på sesjoner og individuelle innlegg (papers) meldes inn (både avsluttede og pågående forskningsprosjekt).

Sesjonsforslag skal meldes inn på konferansens hjemmeside senest 15. januar 2018. Sesjonsforslag skal inneholde en kort overskrift, et abstrakt på minst 1000 og maks 3000 tegn (inkludert mellomrom), navn på minst tre som skal presentere og overskrift på presentasjonene. Hver sesjon er på 90 minutter. Antatte sesjoner annonseres på konferansens hjemmeside senest 15. februar 2018. (Etter at en sesjon er innmeldt kan de som skal delta i sesjonen med innlegg (paper), selv logge inn og legge inn overskrift og abstrakt.)

Forslag på individuelle innlegg (paper) som ikke hører inn under en innmeldt sesjon (abstrakt minst 1000 og maks 3000 tegn inkludert mellomrom) legges også inn på konferansens hjemmeside senest 15. januar 2018. Antatte individuelle innlegg (papers) meddeles på mail senest 18. februar 2018.

(Mer information följer. För frågor, kontakta Nina Volckmar nina.volckmar@ntnu.no )

Special Issue: Children and Popular Culture
Guest Editor: Patrick Cox, Rutgers University

Childhood and youth are always contested notions, but perhaps nowhere more than in popular culture. Popular culture offers representations of children and youth as, among other things, wise, dangerous, evil, innocent, sexual, doomed, and in various states of “in progress.” Popular culture is also the broad site of much child agency, where children and youth produce texts from novels to YouTube channels to websites, blogs, and zines, frequently outstripping their adult contemporaries in technological savvy and communicative capability. Popular culture for children is by turns condescending to the youngest audience, crass, pedantic, and appropriated by adults for their own pleasure. Elements of popular culture are designed to educate and socialize children; others are manipulated by children as political activism. These turns call into question and trouble conceptions not only of “the child” but of “popular culture” itself and propose a compelling nexus of questions befitting both Childhood Studies and Popular Culture Studies.

In this special issue, authors are invited to consider intersections of popular culture by, for, and about childhood, both broadly construed. We will explore both the impacts of popular culture on youth and childhood and the very real impacts of children and youth on popular culture. All disciplinary approaches are welcome, including but not limited to textual and visual analysis, ethnographic work, studies of children’s popular material culture, historical readings, comparative analysis of texts, and consumer and communication studies.
Additionally, contemplations of the interstices between Childhood Studies and Popular Culture Studies as academic endeavors are encouraged. The two fields have been in limited conversation with one another, perhaps separated by epistemological and methodological concerns, yet the available data seems like a rich vein for insight. While both fields are multi-disciplinary and continuously evolving, Childhood Studies maintains very clear traces of its roots in social sciences, while Popular Culture Studies is still found more often housed in the Humanities. The two fields each have at their center subjects that have at times made it difficult for them to be taken seriously as sites of academic inquiry. With different questions at their core, how can the two fields interact? Put another way, how do we study this multitude of texts?

Topics for this special issue might include:
• Popular culture and education, whether intentional or inadvertent; Children’s popular culture as grown-up nostalgia; Youth vs. adult perspectives on popular culture; Children and youth as producers of popular culture; New media as empowering or oppressive; Capabilities for communication and interconnectivity; Adult consumption of children’s popular culture;
• Children’s consumption of decades-old popular culture; Definitions of youth in popular culture; Nostalgia through revivals and reboots; Social media; Diminishing space between children’s and adult popular culture.

The guest editor welcomes submissions of articles via the journal submission system on its SAGE Publishing site. See “Submission Guidelines” here: https://us.sagepub.com/en-us/nam/journal/global-studies-childhood#description.
Deadline for submissions: December 1, 2017.
Please send any queries to guest editor Patrick Cox at patrick.cox@rutgers.edu.

Guest Editors: Karmele Artetxe (University of the Basque Country, Spain), Álvarro Chaparro (University of Murcia, Spain), Ánder Delgado (University of the Basque Country, Spain), Jon Igelmo Zaldívar (University of Deusto, Spain) & Carl Antonius Lemke Duque (University of Deusto, Spain)

The way in which educational institutions have been set up throughout history is closely linked to the training of the elite. In Europe, a key feature of the development of the modern state was its capacity to delegate the guidance of economic, social and political progress to ruling groups from a specific background. This brought about a proliferation of universities in Europe from the 16th and 17th centuries onwards.

Since the European Enlightenment, the training of the modern functional elite and their sectoral differentiation has been closely related to the ongoing secularisation. Indeed, in the fields of the History of Education and historical, political and sociological analysis, the drive for educational innovation and the modernisation of education systems was not only an expression of the tension between the private and public spheres, but also the right to freedom of religion within the framework of the emerging democratic and pluralistic society.
The makeup and growth, as well as the reproduction or replacement, of elites have been the subject of studies by international scholars such as Pierre Bourdieu, Anthony Giddens, Jürgen Habermas and others. Relevant articles have been written from a Sociology of Education perspective, focusing on the shift from the traditional elitist to the technocratic masses model. In the latter half of the 20th century, the impact of neoliberal policies on education brought about a re-organisation of processes, which however, kept elites in their privileged positions.

This special issue is devoted to a longue durée perspective of Modern history to the present day, focusing primarily on the adaptation processes enacted within educational spaces, and how they generated and reproduced the elite. In line with Bourdieu’s research conducted since the 1980s, the concept of national macro-structure habitus enables us to understand the way in which they are reproduced through the actions of the individuals themselves. For example, during the Enlightenment, a sizeable number of educational institutions are thought to have focused their objectives on training select, highly-qualified groups of the population to carry out specific activities in service of the state. In contrast, since the turn of the century the Digital Era has provided a context in which the elites are struggling for their own educational spaces in the midst of a pedagogical imaginarium profoundly influenced by the education meta-narrative contained within liquid modernity (Bauman) or hypermodernity (Lipovetsky).

Deadline for the submission of originals: June 1, 2018

For more information, see http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/announcement/view/24

ISCHE 40 (29 August to 1 September 2018) – Berlin, Germany

The interplay of nature, society, and education in the histories of education is the main topic of the conference. ISCHE 40 will be a powerful platform for historicizing the present and for exploring the theoretical and empirical richness of history of education as a field.
The following themes would be of interest for the conference:
• Nature as argument in educational discussions and theories
• Anti-nature and antinaturalism as drivers of modern educational practices and discourses
• The nature(s) of the human being in educational contexts and practices
• Nature and civilization; nature and technology; nature and ecologies
• Nature and the natural world as educational settings
• Nature as a medium and subject of education
• Animals and the human
• The urban and the natural child

Important Dates:
Deadline for submission: January 31, 2018
Notification of acceptance: March 15, 2018

ISCHE welcomes the following types of submissions.
[1] Individual papers. Accepted papers will be placed on panels with each panelist having 15-18 minutes to present. Proposals should be a maximum of 500 words excluding bibliography.
[2] Preformed panels. Accepted panels will be allotted 90 minutes and typically should feature 3-5 panelists with time left for discussion. These proposals should include a 500 word abstract of the proposed panel, followed by titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.
[3] Multilingual panels, with at least two languages represented. Accepted multilingual panels will be highlighted by the local organizers and will be allotted 120 minutes and typically feature 3-5 panelists with ample time left for discussion and cross-language exchange. These proposals should include a 500 word abstract of the proposed multilingual panel, followed by titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.
[4] Symposia, consisting of two to four preformed 90 minute panels with a minimum of three countries represented among the participants. In addition the symposium must include a discussant. Accepted symposia will have their panels scheduled across the conference dates in the order presented, though it may not be possible to have a symposium’s panels scheduled in back-to-back sessions. These proposals should include a 500 word abstract of the proposed symposium, followed by information on each panel included within the symposium, along with titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.

För mer information, se http://www.ische.org/cfp-ische-40-berlin/

Reformationen i dansk kirke og kultur 1517-2017, Vol. I-III, Niels Henrik Gregersen, Carsten Bach-Nielsen (redaktører), Odense: Syddansk Universitetsforlag 2017. Hvert bind indeholder et kapitel om skole og religion (bind 1 Morten Fink-Jensen, bind 2: Ingrid Markussen og Erik Nørr, i bind 3: Ove Korsgaard.)

Buchardt, Mette ”Lutheranism and the Nordic States”. Puschner, Uwe & Faber, Richard (redaktører): Luther: Zeitgenössisch, historisch, kontrovers. 1 udg., Kapitel 14, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang. 2017. 285-295. (Zivilisation und Geschichte ; Vol. nr. 50, ).

Hansen, Else, Fredrik W. Thue, Thomas Brandt & Sigríður Matthíasdóttir: “The Peaceful Revolts: 1968 in the Nordic Welfare States”. Pieter Dhondt & Elizabethanne Boran (redaktører): Student Revolt, City, and Society in Europe. From the Middle Ages to the Present. Routledge 2017

Larsson, Anna. ”Physical, emotional, and social illness: Changing problems for school health care in 20th century Sweden”. History of Education Review 46, no. 2 (2017).

Lindmark, Daniel. ”Saami Exemplary Narratives, Transnational Print Culture, and Religious Reading Experience by the Turn of the 18th Century”. I Spiritual and Ecclesiastical Biographies: Research, Results, and Reading, red. Anders Jarlert, 82–96. Stockholm: Kungl. Vitterhets Historie och Antikvitetsakademien, 2017.

Marklund, Emil. ”Ett år med Ester: En mikrohistorisk undersökning av det sociala nätverket och känslolivet hos en småskollärare vid sekelskiftet 1900”. Historisk tidskrift 137, nr. 3 (2017), 379–410.

Paksuniemi, Merja; Keskinen, Lauri. ”The ‘Guardian Group’ of Finland: Socializing Measures in the Little Lotta Organization during the 1930s and 1940s” in Cultural History, Oct2017, Vol. 6 Issue 2, p190-208.

Rasmussen, Lisa Rosén ”Grundskolens historie”. Andersen, Peter Østergaard & Ellegaard, Tomas (redaktører): Klassisk og moderne pædagogisk teori. 3 udg., Kapitel 24, København: Hans Reitzel. 2017. 491-512. (Pædagogik og Samfund; Journal nr. 2).

Merethe Roos og Johan Tønnesson (red.). Sann opplysning? Naturvitenskap i nordiske offentligheter gjennom fire århundrer. Capellen Damm Akademisk, 2017. https://www.cappelendammundervisning.no/_sann-opplysning%3F-merethe-roos-9788202566265

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