1. SISTA ANMÄLNINGSDAG TILL TRONDHEIM MED REDUCERAT PRIS: 20 JUNI
Glöm inte att den 20 juni är sista anmälningsdag till Sjunde nordiska utbildningshistoriska konferensen i Trondheim med nedsatt pris.
2. DIGITAL SPRÅKTEKNOLOGISK WORKSHOP PÅ RIKSARKIVET FÖR HISTORIKER OCH SAMHÄLLSVETARE
3. CfP: 1919: DEMOCRATISATION, EDUCATIONAL SYSTEM, AND POLITICAL EDUCATION
4. CALL FOR BLOGPOSTS: H-IDEAS’ BLOG “PREMODERN UNIVERSITIES”
5. UTLYSNING: 1–2 FORSKARE I EFTERKRIGSTIDENS KUNSKAPSHISTORIA, LUNDS UNIVERSITET
6. SHCY 2019 Conference — EXTENDED DEADLINE FOR PROPOSALS
7. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
8. PUBLICATIONS
2. DIGITAL SPRÅKTEKNOLOGISK WORKSHOP PÅ RIKSARKIVET FÖR HISTORIKER OCH SAMHÄLLSVETARE
Torsdag, 30 augusti 2018 klockan 10:00, Riksarkivet Marieberg, Fyrverkarbacken 13, Stockholm
Analyserar du text inom din forskning? Missa då inte chansen att inleda höstterminen 2018 med att lära dig mer om digital språkteknologi på Riksarkivet!
Riksarkivet är samarbetspartner i det stora EU-finansierade forskningsinfrastrukturprojektet Swe-Clarin (https://sweclarin.se/), som syftar till att applicera avancerade språkvetenskapliga text- och talbearbetningsverktyg på traditionella textbaserade material i syfte att möjliggöra för helt nya sätt att analysera text på. Genom att mata in digitaliserat textmaterial i Swe-Clarins textanalysprogram, kan man berika sina material med annoteringar som kan användas för vidare analyser av olika egenskaper som namngivna entiteter, tid och plats, eller annat som t ex subjekt, objekt m m.
Med andra ord – med hjälp av den digitala tekniken kan man ställa helt nya typer av frågor till traditionella källor, och analysera textmängder i storleksordning man för tio-femton år sedan endast hade kunde drömma om. För forskare inom humaniora och samhällsvetenskap öppnar detta upp helt nya möjligheter. Missa därför inte denna chans att få lära dig mer om den här typen av metoder, och vad de kan användas till!
Du behöver ta med dig din egen bärbara dator. Du får också gärna ta med dig ett eget digitaliserat arbetsmaterial att öva på. Det kan vara vilken textfil som helst i word-format, ca 5-10 sidor lång. (Annars kommer det att finnas material på plats också). Experter från Swe-Clarin kommer att finnas i Marieberg för att handleda dig som deltar.
Om du vill förbereda dig inför workshopen kan du med fördel läsa på lite om Swe-Clarin, utforska Språkbankens databas Korp, och bekanta dig med handboken för de språkteknologiska verktygen. Övningarna i den handboken ger en detaljerad guidning till hur man skapar sitt eget språkteknologiska analysprogram, baserat på det material och den forskningsfråga man har. Vi kommer att återkomma till den under workshopen.
Anmälan
Anmälan senast 24 augusti 201
3. CfP: 1919: DEMOCRATISATION, EDUCATIONAL SYSTEM, AND POLITICAL EDUCATION
Call for Papers: Jahrbuch für Historische Bildungsforschung 25 (2019)
Editorial management: Edith Glaser & Carola Groppe
After political upheavals it has been and will again and again rely on the power of education. This was also the case in the Weimar Republic. Educational policy utopias were brought into legal as well as institutional forms and characterized social and educational-internal debates. In this context, not least the concept of democracy was controversial and contested. Its conceptual span in the Weimar Republic ranged from collectivist communitarian utopias to comprehensive parliamentarization and democratic participation in all organizations and institutions, including the education system. However, it also included issues of participation in education. With reference to the epoch between the end of the First World War and the assumption of power by the National Socialists debates on democracy and democratization, the role of the education system and its reform in this context should take place and the question of a societal need for political education should be discussed. In addition, analyzes of state reform measures and their successes and failures in the education system, as well as governmental and private initiatives in the welfare sector, from preschool to social work and in adult education, are also important for the topic. What struggles for democratization and participation in education have been fought? Which counter-concepts and projects were pursued, partly in explicit defense against democracy and increasing participation in education?
The upcoming jubilee “100 Years of the Weimar Constitution” in August 2019 should be taken as an opportunity to shed more light on the trend-setting legal requirements in the “school articles” for the educational policy of the coming decades with regard to the accompanying pedagogical debates and theoretical analyzes of the contemporaries. Not least to understand the Weimar period as an epoch in which it was fought with the help of education on the future orientation of the state and society and partly fought politically fanatically. What pedagogical ideas and concepts, groups, movements and individuals made their voice heard in the educational system and in public debates on education is an equally instructive question in the history of education as well as the hitherto neglected question of research on the correspondence of individual areas: the political education with the institutional reform, the educational ideas and concepts with legal measures and so forth.
If so far the so-called “Weimar school compromise” dominated a large part of the educational historical classification, in this focus the options and debates on more educational equity and a democratic future of the educational system in its institutional and non-institutional contexts (for example preschool, adult education) should be discussed more widely.
For when youth-oriented adult educators aspired to “Volkbildung durch Volksbildung”, union activists founded an “institution of higher education for the people of work” and reform-educational school projects became part of the public school system these initiatives always understood themselves as education for democracy and as elements a democratic education system, as an education for the new state. The universities were, for example, in Prussia by the Ministers of Culture Konrad Haenisch and Carl Heinrich Becker, involved in a new civic oriented educational work. At the same time, the education system must always count on a sense of democracy enmity from within, from parts of the teachers and the teachers in higher education institutions, and even on the agitation of anti-democratic interest groups and people. Since the years between the end of the First World War and the beginning of the National Socialist rule were not only in Germany an epoch of upheavals and attempted new beginnings, the focus should also be on debates and reforms of education in the young nation states, which formed after the end of the Austrian-Hungarian Dual Monarchy, and on transnational exchange. Individual studies, comparisons and cross-national questions of transnational nature can contribute to broadening the educational historical knowledge about the challenges of all new states. Although the term “political education” was only able to assert itself in the early Federal Republic – together with the academic discipline “political science” as a result of reeducation – for the scholastic and extracurricular areas it was already present after the First World War, oscillating between civic instruction and civic education. How this concept, its problems and its implementation attempts in the Weimar Republic compared with other states that faced similar challenges would be another possible perspective of analysis.
On the question of education, educational system reform, democracy, and its discussed alternatives, manifold educational historical accesses to institutions, protagonists, theoretical designs and pedagogical practices intersect. Therefore, this call for contributions aims at several levels:
– Which levels of democratization have been addressed or rejected in the educational discourse?
– Did other aspects than social inequality play a role, eg. emancipation of women, confessionalism, homosexuality?
– What options for social advancement through education have been reinforced or made possible, both in schools and at higher education institutions (eg. working students), and how have these been prepared, discussed and justified?
– By what developments ascension processes and processes of reproduction were possibly made more difficult?
– How and by whom youth care and youth welfare, early childhood education and care were taken into account and developed in the process of democratization?
– How and with what goals (strengthening or defending democracy and educational opportunities) representatives of pedagogy and the discipline of educational science as scientific advisers mingled in the design of the process of democratization of the education system and its contexts on the counseling level and on the level of action?
– How did teachers and professors react to the content-related and institutional democratization requirements?
– Were the international educational organizations (such as “new education fellowship”) and their congresses places of circulation of pedagogical knowledge?
Please send your exposé until 06/30/2018 via e-mail to the editors. Invitations to the authors are being made until 08/01/018. The contributions must be available by 11/15/2018. The appraisal and revision of the contributions will be completed until 03/31/2019. The book will be published in July / August 2019.
We also invite you to submit educational historical contributions for the areas treaties and sources that are not related to focus.
Editors:
Prof. Dr. Edith Glaser, Universität Kassel
Prof. Dr. Carola Groppe, Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg
Dr. Joachim Scholz, Bibliothek für Bildungsgeschichtliche Forschung
Kontakt: Dr. Joachim Scholz (scholz@dipf.de)
For more info, see https://www.hsozkult.de/searching/id/termine-37257?language=en
4. CALL FOR BLOGPOSTS: H-IDEAS’ BLOG “PREMODERN UNIVERSITIES”
This blog wants to open a project that started in 2015 with a British Academy/Leverhulme Small Grant to bring together an international working group scrutinising the nature and scope of higher learning and collaborative networks from the late Middle Ages to the era of Enlightenment. Novel approaches consider topics that university historians have largely ignored: the intense collaboration between university scholars and instructors; printers and providers of teaching objects and tools; administrators and students at academies, independent colleges, gymnasiums and Latin schools.
Website: https://networks.h-net.org/node/6873/blog/Premodern%20Universities
Word Count: between 500 and 3000 words (please use in-text references and a bibliography at the end, no footnotes!)
Deadline: Sept 1, 2018
Contact, discussion, and submission:
Anja-Silvia Goeing anja.goeing (at) gmail.com or agoeing (at) fas.harvard.edu
To make the effort worth for you and keep the quality of the posts as high as possible, I offer peer review and copyediting for the elected posts.
For more information, see https://networks.h-net.org/node/73374/announcements/1807804/call-blogposts-h-ideas’-blog-“premodern-universities”-search
5. UTLYSNING: 1–2 FORSKARE I EFTERKRIGSTIDENS KUNSKAPSHISTORIA, LUNDS UNIVERSITET
En anställning för 1–2 forskare i efterkrigstidens kunskapshistoria är utlyst vid Historiska institutionen, Lunds universitet. Anställningen är på 75 procent under minst två års tid.
Anställningen är knuten till Johan Östlings forskningsprogram som Wallenberg Academy Fellow, ”Kunskap i rörelse: Samhällelig cirkulation av kunskap i efterkrigstidens Sverige och Tyskland”. Finansiering kommer från Knut och Alice Wallenbergs Stiftelse.
Sista ansökningsdag är den 15 september.
Mer information finns här: https://lu.mynetworkglobal.com/se/what:job/jobID:211937/type:job/where:4/apply:1
6. SHCY 2019 Conference — EXTENDED DEADLINE FOR PROPOSALS
The programme committee has already received a large number of submissions for the 2019 SHCY conference to be held at Australian Catholic University in Sydney. A few requests for extra time to finalise organisation of panels have also reached us, and so we have decided to extend the deadline for submissions to 1 July, 2018.
The original Call For Papers can be found at: http://shcyhome.org/2018/03/shcy-2019-conference-cfp/
7. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in Danish, Norwegian, or Swedish on the history of children, childhood, or youth (broadly construed) published in 2017. The award consists of a plaque and a check for $250 US. The winner will be announced in the Autumn of 2018.
Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.
To nominate an article, send via email a PDF version of the article by July 15, 2018 to each of the Award Committee Members.
Christian Ydesen (Prize Committee Chair)
Department of Learning and Philosophy
Centre for Education and Policy Research
Aalborg University
Denmark
Email: cy@learning.aau.dk
Vegard Kvam, Associate Professor
Department of Education
Faculty of Psychology
University of Bergen
Norway
E-mail: Vegard.Kvam@uib.no
Christian Lundahl, Professor of Education,
School of Humanities, Education and Social Sciences,
Örebro University
Sweden
E-mail: Christian.Lundahl@oru.se
8. PUBLIKATIONER
Aldrin, Viktor. (2018). Skolavslutningar i kyrkan och spelet om religion i svensk skola. Skellefteå: Artror och Nrma bokförlag. 231 s. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14201
Broberg, Åsa, Sandström, Birgitta (2018). Åsa Broberg & Birgitta Sandström, Hushållningens pedagogiska innehåll – en analys av ICA-Kuriren 1942. Historisk tidskrift 2018:2. http://www.historisktidskrift.se/fulltext/2018-2/HT_2018_2_255-285_broberg_sandstrom.htm
Hedlin, Maria (2018). För och emot könskvoteringen till förskollärarutbildningen: Argument i tidskriften Förskolan 1970-1981. Pedagogisk forskning i Sverige 23:1-2.
Hörstedt, Axel (2018). Latin Dissertations and Disputations in the Early Modern Swedish Gymnasium. A Study of a Latin School Tradition c. 1620-c 1820. Diss. Göteborgs universitet. Fulltext: https://gupea.ub.gu.se/handle/2077/55897
Larsson, Germund (2018). Förbrytelser och förvisningar: Bestraffningssystemet i de svenska läroverken 1905–1961. Diss. Uppsala: Uppsala universitet, 2018. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348822
Lindberg, Bo (2017). Den akademiska läxan: om föreläsningens historia. Stockholm: Kungl. Vitterhets historie- och antikvitets akademien.
Lindmark, D. (2017). Den muntliga traditionen inom den norrländska väckelsehistorien : Zakarias Lindmark och läseriet i Skelleftebygden i Carl Edquists författarskap. In Väckelser som minnes- och meningsskapande narrativ (pp. 21–56). Åbo: Åbo Akademi.
Magnusson, Eva Maria (2018). Vad händer i själva verket? Om styrning och handlingsutrymme i Skolverket under åren 1991–2014. Diss. Uppsala : Uppsala universitet, 2018. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348018
Rahikainen, Marjatta, Att skaffa sig kompetens. Lärarinnor och föreståndarinnor i flickskolor i 1800-talets Sverige och Finland. Historisk tidskrift för Finland 2018:1.
Rahikainen, Marjatta, ‘School, Child Labour and Rationalization in Industrializing Europe’, ingår i Child Labour’s Global Past, 1500-2000, eds Kristoffel Lieten & Elise van Nederveen Meerkerk (Peter Lang 2011) https://doi.org/10.3726/978-3-0351-0218-5/7
Wisselgren, Per (2018). ”Bibliotekarieutbildning och bibliotekspraktik – en professionshistorisk triangulering”, i Bibliotekarier i teori och praktik: Utbildningsperspektiv på en unik profession, red. Joacim Hansson & Per Wisselgren, Lund: BTJ Förlag, s. 17-38.
Vikström, Emma (2018). Människosläktets århundrade: Ellen Key och Statens institut för rasbiologi. Personhistorisk Tidskrift, 114(1), 9-27.
Det utbildningshistoriska nätverket 