Utskick 180109

1. ISCHE: DEADLINE 31 JANUARY
2. ISCHE PRE-CONFERENCE CfP: EDUCATIONAL FUNDING

3. REGISTRATION OPEN: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE. DEADLINE PROPOSALS JANUARY 31
4. CALL FOR PANEL-PARTICIPANTS: ”SKOLEMUSEER OG DERES FREMTID”; ”SKOLEHISTORIEN I DEN POLITISKE ORKANS ØJE”

5. PROFESSIONER-UDDANNELSE-HISTORIE: PRESENTATIONER AV UDDANNELSESHISTORIE 2017
6. PUBLIKATIONER

1. ISCHE: DEADLINE 31 JANUARY
This 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

For more information, see http://conferences.ische.org/ocs-2.3.6/index.php/2018/2018/schedConf/cfp

2. ISCHE PRE-CONFERENCE CFP: EDUCATIONAL FUNDING
Educational funding is vital for our understanding of mass schooling. As Brian Simon once noted, finance is “the life blood of any system that requires effective resources for healthy functioning.”[1] An increasing number of researchers – both in history of education and in economic history – have consequently addressed various aspects of the economic and financial dimension of primary, secondary and tertiary education[2]. Economic historians have investigated how variations and changes in educational expenditure have been linked to, for example, factors such as wealth inequality, political voice and fiscal capacity, social historians have explored systems of local funding, and historians and educationalist have also explored finance from a policy-perspective.
Despite the immense contributions of these studies, there nevertheless remains a wide range of unanswered questions. These include the issues of school vouchers and centralized versus decentralized systems of funding on primary school level, and how the funding of secondary education (that in many countries at least used to be a privilege for those who could afford it) relates to primary school finance. On the tertiary level, we have the question of the funding of universities, and, not the least, the history of student loans that require further studies.
The purpose of this workshop is to stimulate the growing research in the history of educational finance by bringing researchers of different disciplines and nationalities together. Thus, our workshop will foster a dialogue between quantitative and qualitative approaches, and promote international comparative perspectives on education funding. One the one hand, we will try to use the comparison as a tool to better identify and analyze common trends; on the other hand, we will be attentive to the circulation and local reinterpretations of different funding models, advocated for political, economic or pedagogic reasons.
The one day pre-conference workshop will give the opportunity to identify current trends of research. The conclusive discussions will focus on the future Standing Working Group (objectives, planning, publications etc.)

Proposals may include:
Literature reviews : with geographical, chronological, thematic or methodological focuses
Presentation of current researches : sources, methodology, results
Presentation of planned projects : sources, methodology, planning, expected results

The proposals may deal with (but are not restricted to) the following topics:

The public debate. What issues are publicly discussed? Who takes part in the debates? What kind of arguments (economic, politic, social etc.)? What models of social, territorial or international solidarity are eventually advocated?

Administrative routines. To what extent may the analysis of administrative routines shed light on changes in funding models (shift to gratuity, growing involvement of the state etc.) [3]?

Funding models. How have education been funded using monetary and non-monetary resources? How have these resources been distributed between schools and various levels of education? What consequences have the funding models had on schooling and society?

Pedagogical aspects. Educational funding does, as Donald Warren noticed, reveal intentions, plans and visions[4]. Thus, it would be useful to scrutinize and compare the articulations of pedagogic transformations and extension of a level of education. Considering the gradualist trend of public budgets, we may think that educational system that have massively engaged in democratization before costly pedagogic reforms took place may have attained lower level of expenses than countries where pedagogic renovation and democratization have gone hand in hand.

Local, national and international actors
During the 19th and the 20th centuries, mass schooling and educational expansion became a concern for a vast array of local, national and international actors. The workshop will provide the opportunity to study how local administrations, private bodies, Nation-States and international organizations (Unesco, World Bank) produced and implemented funding models of educational systems in various historical and cultural settings. Rivalries and interplays between those actors will be particularly investigated, as well as their effects in Western and extra-European countries

Deadline: February 28, 2018. Please submit your abstract (max. 500 words) including title, name, institutional affiliation, conceptual approach, historical sources and main discussion points to:

clemence.cardon-quint@u-bordeaux.fr
damiano.matasci@unil.ch
johannes.westberg@oru.se

For more information, see http://www.ische.org/ische-40-pcw-cfp-funding-mass-education/

3. REGISTRATION OPEN: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE. DEADLINE PROPOSALS JANUARY 31
The theme for the seventh Nordic Educational History Conference is education and society in change. How has education and upbringing dealt with societal challenges and needs throughout the ages? How can educational history contribute in meeting today’s societal challenges – such as increasing inequality, migration, climate change and technology? In what way can we best investigate these challenges historically?

The theme of the conference is wide and invites to multiple reflections and analysis. Educational history is today an interdisciplinary research field that includes researchers from various academic disciplines and has a broad thematic scope – from childhood history and youth history, through school, university and church history, to pedagogical history and ideology. We hope that the conference will highlight issues related to the theme of the conference with multiple historical perspectives and methods.

The previous six conferences have been held in Sweden. The Seventh Nordic Educational History Conference will be arranged at the Norwegian University of Science and Technology (NTNU) in Trondheim in Norway. Organizer is the Department of Education and Lifelong Learning in collaboration with the Utbildningshistoriska nätverket, Nordic Journal of Educational History and a national program committee.

The registration and submission of paper and session proposals is now open at: https://www.ntnu.no/nordisk-utdanningshistorie-2018/home

4. CALL FOR PANEL-PARTICIPANTS: ”SKOLEMUSEER OG DERES FREMTID”; ”SKOLEHISTORIEN I DEN POLITISKE ORKANS ØJE”

Ning de Coninck-Smith (DPU/Aarhus Universitet): Deadline for indsendelse af forslag til den 7. Nordiske uddannelseshistoriske konference nærmer sig. Det er 31.1.2018. Jeg søger deltagere til to panelforslag:

a) Skolemuseer og deres fremtid. Vi er langt fremme med udviklingen af en digital vidensplatform – skolehistorie.au.dk – til afløsning af det lukkede Danske skolemuseum. Vi samarbejder internationalt, men har få nordiske kontakter. Dette kunne blive en anledning til at mødes og drøfte, hvordan, hvad, til hvem – og hvorfor skal skolens kulturarv formidles. Så meget desto mere, da 2018 er udpeget til Europæiske kulturarv-år.

b) Skolehistorien i den politiske orkans øje. Da bind 5 af Dansk skolehistorie om tiden efter 1970 udkom i 2015 var det samme år, som en ny skolereform trådte i kraft – samtidig med at der havde været en storkonflikt om lærernes arbejdstid. Bindet blev således til midt i orkanens øje. Mon andre har oplevet noget lignende – og mon andre har oplevet, at skolehistorien blev aktualiseret af politiske forhandlinger og forviklinger? Hvilke krav stiller det til indhold og greb osv. Det kunne være et oplagt tema for et panel.

Kontakt til Ning de Coninck-Smith, DPU/Aarhus Universitet, ning@edu.au.dk

5. PROFESSIONER-UDDANNELSE-HISTORIE: PRESENTATIONER AV UDDANNELSESHISTORIE 2017
Årbogen 2017 præsenteres ved et arrangement 14.3.2018, kl 15-18, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet Tuborgvej 164, 2400 København NV,
A-bygningen, lokale A401.
OBS: Generalforsamling samme dag og sted, kl 14-15. Indkaldelse udsendes i februar 2018.

Program:
Dannelse eller ferie? Danske lærere på studie- og dannelsesrejser i Europa 1919-1932 /seniorforsker, ph.d. Christian Larsen

I otakt med tiden? Lärarutbildningsreformernas konsekvenser för professionen. Et svensk perspektiv /universitetslektor, fil. dr. Johanna Ringarp •

Et importeret begreb uden naturlige fjender? Professionsbegrebets rejse fra amerikansk sociologi til europæiske fagkampe /førsteamanuensis, ph.d. Jesper Eckhardt Larsen

Mer information: http://uddannelseshistorie.dk/images/nyhedsbreve/praesentation_aarbog%202017.pdf

6. PUBLIKATIONER
Hodacs, Hanna, Kenneth Nyberg, and Stéphane Van Damme, eds. Linnaeus, Natural History and the Circulation of Knowledge. Oxford, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26619.

Kortekangas, Otso (2017). 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 in a cross-national perspective. Diss. Stockholm : Stockholms universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-149407

Niskanen, Kristi. Snille efterfrågas! Rockefeller Foundation, forskarpersona och kön vid Stockholms högskola under mellankrigstiden. Scandia 2017:2.

Westberg, Johannes, ”Vad är utbildningshistoria? Ett forskningsfälts historia, framtid och relation till pedagogikämnet”, Utbildning & Demokrati, vol. 26, no. 3 (2017), 7–37. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2017/nr-3/johannes-westberg—vad-ar-utbildning.pdf

Westberg Johannes. Adjusting Swedish gymnastics to the female nature: Discrepancies in the gendering of girl’s physical education in the mid-nineteenth century. Espacio, Tiempo y Educación. 2018; 5(1):261–79. Available from: http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/16

Annonser