Utskick 171219

1. DISPUTATION, SU
2. CALL: ASSOCIATE SENIOR LECTURER IN EDUCATION, ÖREBRO
3. ÅRBOGEN UDDANNELSESHISTORIE 2017: ”PROFESSIONERNE OG DERES UDDANNELSER”
4. CfP: CHILD RIGHTS GOVERNANCE. FUTURE SPECIAL ISSUE OF CHILDHOOD: A JOURNAL OF GLOBAL CHILD RESEARCH
5. SPECIAL ISSUE: PHYSICAL EDUCATION AND THE EMBODIMENT OF THE NATION, NJEdH 2017:2
6. PUBLICATIONS

1. DISPUTATION, SU
Otso Kortekangas försvarar sin avhandling: ”Tools of teaching and means of managing. Educational and sociopolitical functions of languages of instruction in elementary schools with Sámi pupils in Sweden, Finland and Norway 1900–1940.”

Opponent: David Sjögren, FD i historia och lektor i pedagogik , Uppsala universitet
Datum: 13 januari 2018 13:00 – 13 januari 2018 15:00
Plats: De Geersalen, Geovetenskapens hus.

2. CALL: ASSOCIATE SENIOR LECTURER IN EDUCATION, ÖREBRO
As an associate senior lecturer in education, you are offered great opportunities, for a period of 4-6 years, to acquire further qualifications in both research and teaching, making you eligible for promotion to the position of senior lecturer. The associate senior lecturer position involves research of up to 70% as well as a specially designed development programme with leadership training, courses on teaching and learning in higher education, communication training, and courses on writing funding applications. In addition to having access to existing research infrastructure, the position holders are offered special grants for own research and development.

As a subject, education is taught on undergraduate and Master’s programmes, as well as at the doctoral level. The teaching mainly covers the areas of education/teaching and learning, special education, working life education, and higher education. The department’s doctoral study programme and research specialise in teaching and learning methods (‘didactics’), curriculum theory and educational history. The department is host to two research environments; Education and Democracy, and Studies of Meaning-Making in Educational Discourses (SMED). Within the Education and Democracy environment, research is pursued into questions concerning democracy, ethics, economics, and material culture. The environment also includes internationally oriented educational history research. Within SMED, research is pursued into general and subject-specific teaching and learning methods geared at pre-school and school, with a specific focus on how values such as sustainability, democracy and human rights are translated into the practice of education.

For more information about the position, contact Head of Subject Christian Lundahl, telephone +46 19 30 12 24, email: christian.lundahl@oru.se, or Head of Division Lars Erikson, telephone +46 19 30 30 13, email: lars.erikson@oru.se.

For more information, see https://www.oru.se/english/working-at-orebro-university/jobs-and-vacancies/job/?jid=20170434

3. ÅRBOGEN UDDANNELSESHISTORIE 2017: ”PROFESSIONERNE OG DERES UDDANNELSER”
http://www.uddannelseshistorie.dk/

Indhold:
Et importeret begreb uden naturlige fjender? Professionsbegrebets rejse fra amerikansk sociologi til europæiske fagkampe. Af Jesper Eckhardt Larsen

Da lærerplanlægningen spillede fallit. Lærerbehovsudvalget og den udbredte lærermangel i 1950’erne og 1960’erne. Af Erik Nørr

I otakt med tiden? Lärarprofessionens ställning sett via lärarutbildningens utveckling i Sverige, 1962-2015. Af Johanna Ringarp og Karolina Parding

Dannelse eller ferie? Danske skolelæreres pædagogiske studie- og uddannelsesrejser 1919-1932. Af Christian Larsen

Symbolske praktikker og socialhistoriske dynamikker i velfærdsarbejdet med flygtninge og indvandrere. Af Trine Øland

Uddannelse til erhvervslærer inden for de tekniske uddannelsesområder. Af Henriette Duch og Karen E. Andreasen

samt årsoversigter, bibliografi og anmeldelser

4. CfP: CHILD RIGHTS GOVERNANCE. FUTURE SPECIAL ISSUE OF CHILDHOOD: A JOURNAL OF GLOBAL CHILD RESEARCH

Special issue: Child Rights Governance, Childhood: A Journal of Global Child Research

Guest Editors: Anna Holszcheiter, Department of Political and Social Sciences, Freie Universität Berlin, Germany; Jonathan Josefsson, Department of Child Studies, Linköping University, Sweden; Bengt Sandin, Department of Child Studies, Linköping University, Sweden

In this special issue of Childhood we would like to explore the origins, logics and effects of child rights governance. Almost three decades after the adoption of the United Nations Convention on the Rights of the Child, the human rights of children have gained hegemonic status in policy making and influenced a wide range of political and social practices as well as knowledge production on children and childhood. Children’s rights have become an instrument, not only to protect and emancipate children from oppression, but also to govern, regulate and control children and define appropriate types of childhoods.

With this in mind, we would like to take a critical view of how children’s rights are used and have been integrated into national and global political systems of governance over children and childhood. From a state-centric perspective, the concept of governance can be associated with the analysis of state power and its ability to interact with and steer a constantly widening array of non-state actors in the exercise of political authority and the crafting and implementation of policies.

Alternative notions of governance, though, embrace a horizontal perspective on politics in which political and social authority is dispersed among different types of actors and political decisions emerge from the interaction between states, international agencies, civil society organizations and social networks. Governance in modern society is tainted with a number of tensions that arise as a result of this reconfiguration of the exercise of systems of governing.

Aims and Scope
In this issue, we seek contributions that study forms and processes of child rights governance. With child rights governance we refer to how children’s rights, and the principles and institutions associated with the idea of children’s rights, through different historical legacies and contemporary political challenges increasingly have become part of the mechanism, systems and instruments that are commonly associated with the notion of governance.
We welcome empirical and theoretical contributions that adopt historical perspectives and scrutinize the practical implications of the ”hegemonic” status of the CRC and competing children’s rights concepts as main points of reference in national and international policy-making. The Special Issue will therefore also incorporate analyses of child rights governance in regions of the world where the CRC is a contested legal framework or adopted in ways that considerably stretch the meanings of children’s rights. Consequently, we are interested in how dominant ideas and legal and political frameworks associated with children’s rights also forge the identity of children as subjects and objects of governance and how the idea that children are rights-holders becomes institutionalized and instrumentalised in the governance of childhood.

Possible themes for papers include, but are not limited to: regimes of children’s rights in a comparative perspective; international politics of children’s rights before and after 1989; new forms of governance of national children’s right institutions/children’s ombudspersons; children’s rights in NGO policies and international relations; children’s rights in the EU’s external policy; governance of childhood and children’s representation through parents and third parties; the nature and limits of State responsibility for children; governance and the politics of apology; children’s rights and the management of migration; post-colonial theory and the governance of children’s rights; governance of family policy and children’s rights in an era of authoritarianism.

Deadline
•Submission of 300 words abstract in English by 15 January 2018.
•Papers by invitation only by 1 July 2018 (detailed information about paper submissions will be sent with the invitation).
•Abstracts should be sent electronically to the Managing Editor, Karin Ekberg: karin.ekberg@ntnu.no.
•Please include authors(s) name(s), and affiliation(s) and all relevant contact information.
•Anticipated publication date for the Special Issue: August 2019

For enquiries, contact
Anna Holszcheiter: anna.holzscheiter@fu-berlin.de
Jonathan Josefsson: jonathan.josefsson@liu.se
Bengt Sandin: bengt.sandin@liu.se

Further information about Childhood: http://journals.sagepub.com/home/chd

5. SPECIAL ISSUE: PHYSICAL EDUCATION AND THE EMBODIMENT OF THE NATION, NJEdH 2017:2

Nordic Journal of Educational History, Vol 4, No 2 (2017)
Special Issue: Physical Education and the Embodiment of the Nation
Guest Editors: Daniel Tröhler, Johannes Westberg, Anne Berg
http://ojs.ub.umu.se/index.php/njedh/issue/view/8

Table of Contents

The Body Between the Protestant Souls and Nascent Nation-States: Physical Education as an Emerging School Subject in the Nineteenth Century
Daniel Tröhler, Johannes Westberg 1-12

The Emergence of Physical Education as a Subject for Compulsory Schooling in the First Half of the Nineteenth Century: The Case of Phokion Heinrich Clias and Adolf Spiess
Rebekka Horlacher 13-30

Shaping the National Body: Physical Education and the Transformation of German Nationalism in the Long Nineteenth Century
Daniel Tröhler 31-45

Girls’ Gymnastics in the Service of the Nation: Educationalisation, Gender and Swedish Gymnastics in the Mid-Nineteenth Century
Johannes Westberg 47-69

In-between “Swedish Gymnastics” and “Deutsche Turnkunst:” Educating “National” Citizens through Physical Education in Switzerland in the Last Decades of the Nineteenth Century PDF
Ingrid Brühwiler 71-84

Gymnastics between Protestantism and Libertinism from 1880 to 1940: A Comparative Analysis of Two Internationally Renowned Danish Gymnastics Educators
Hans Bonde 85-111

6. PUBLIKATIONER
Buchardt, Mette: ”The “Culture” of Migrant Pupils: A Danish Nation- and Welfare-State Historical Perspective on the European Refugee Crisis”. European Education. 2017, 49(3), pp. 2-16.

Buchardt, Mette: ”Truth Telling and the Education Researcher as Pious and (Dis-)Obedient State Servant”. IJHE. Bildungsgeschichte. International Journal for the Historiography of Education, 2017, 7(2), pp. 225-228.

Coninck-Smith, Ning de: ”Making schools and thinking through materialities: Denmark 1890-1960”. og Darian-Smith, Kate Willis, Julie (redaktører): Designing schools: space, place and pedagogy. Kapitel 10, London: Routledge 2017, pp. 113-131.

Björn Furuhagen, Janne Holmén, From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979. Nordic Journal of Educational History, vol. 4 no. 1 (2017). http://ojs.ub.umu.se/index.php/njedh/article/view/111

Isak Hammar, Klassisk karaktär. Den moraliska samhällsnyttan av klassiska studier, ca 1807–1828. Historisk tidskrift 2017:4. http://www.historisktidskrift.se/

Jacobsen, Kurt & Ravn Sørensen, Anders: CBS gennem 100 år. Historika, Gad: København 2017.

Nørr, Erik: ”Præster, skoler, kirker og katolsk ”propaganda”. Provst V.U. Hammershaimbs visitatser og kirkesyn på Færøerne 1866-1878”, Danske Magazin, Bind 52, 2. hf. 2017.
Ussing Olsen, Peter: ”Embedsbogen. Landsbyskolen i begyndelsen af 1900-tallet”, Vendsyssel årbog 2017.

Ringarp, Johanna, ” En likvärdig skola för alla – ett kommunhistoriskt perspektiv.”, Scheutz, Sverker (red.), En likvärdig skola för alla, Iustus, Uppsala, 2017, 155-180, ISBN 9789176789940

Ringarp, Johanna, Román, Henrik, Hallsén, Stina & Nordin, Andreas, ”Styrning och tillit i kommunal skolpolitik 1950-2000: några noteringar från ett pågående forskningsprojekt”, Samtal om tillit i styrning. En rapportserie med bidrag till Tillitsdelegation, Regeringskansliet, Finansdepartementet: Stockholm, 2017/1.

Vejleskov, Hans & Thyge Winther-Jensen: De pædagogiske fags grundlag og anvendelse, Aarhus Universitetsforlag.

Wiborg, Susanne: “Teachers unions in the Nordic countries: solidarity and the politics of self interest”, The Comparative Politics of Education. Teachers Unions and Education Systems around the World, Red. Terry Moe & Susanne Wiborg, Cambridge University Press: Cambridge 2017.

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