1. CFP: DET 20. ÅRHUNDREDES UDDANNELSESREVOLUTION
2. CFP – THE APPRENTICESHIP: ‘SOCIALIZATION AND SKILL’
3. CfP: HISTORICAL JUSTICE AND HISTORY EDUCATION
4. CALL FOR PHD AND POSTDOC APPLICATIONS: EDUCATION AND THE EUROPEAN DIGITAL AGENDA
5. KRITERIUM – PEER REVIEW AV MONOGRAFIER
6. PUBLIKATIONER

1. CFP: DET 20. ÅRHUNDREDES UDDANNELSESREVOLUTION
Tidsskriftet Uddannelseshistorie indkalder artikelforslag til Temanummer 2019 ”Fra få til mange – det 20. århundredes uddannelsesrevolution”.

Gennem det 20. århundrede har en stigende andel børn/unge taget en ungdomsuddannelse og/eller envideregående uddannelse, og de seneste år har over 90% af ungdomsårgangene gennemført enungdomsuddannelse og mere end 10% af befolkningen mellem 15 og 69 år har en lang videregåendeuddannelse. Hele ungdomsuddannelsesområdet havde en voldsom ekspansion igennem hele århundredet; detgjaldt særligt gymnasie- og handelsskolerne, men også på de tekniske skoler skete mere end en firedobling afelevtallet. Den samme udvikling kunne man tillige følge på de videregående uddannelser, som udviklede sigfra elite- til masseinstitutioner.

Ekspansionen betød bl.a., at der kom en mere bred elevsammensætning, der fik indflydelse på bådeuddannelserne og undervisningsformerne, men som også udfordrede uddannelsesinstitutionerne. I førsteomgang vandt kvinderne mere og mere frem i gymnasiet og endte med at udgøre flertallet, en tendens, somogså gjorde sig gældende ved mange af de videregående uddannelser. Ligeledes begyndte børn fra ikkeakademiskehjem at tage en videregående uddannelse. Senere fulgte en stigende andel børn med andresproglige og kulturelle baggrunde end dansk. Endelig blev en større andel af børn og unge med forskelligefysiske og psykiske udfordringer og handicaps deltagere i alle slags uddannelser bl.a. ud fra en politisk viljetil større inklusion.

Med dette call for papers ønsker Uddannelseshistorie at bringe artikler, der belyser, hvordan denne udviklinghar påvirket uddannelserne og uddannelsesinstitutionerne – det være sig nye undervisningsmetoder, nyedidaktiske paradigmer, elevkulturer, elevorganiseringer og ungdomsbevægelser, studierådgivning ogerhvervsvejledning, SU til mange flere, nye måder at planlægge og styre uddannelse til den voksendemængde osv.

Der er deadline for indsendelse af et abstract på maks. en side 1. december 2018. Der kan forventestilbagesvar senest 22. december 2018.Deadline for indsendelse af færdige artikler er den 1. juli 2019.

Temanummeret vil udkomme i december2019.Alle artikler fagfællebedømmes (peer review). Tidsskriftet er anerkendt i BFI med ét point.
Temaredaktionen kan kontaktes ved: seniorforsker Christian Larsen, Rigsarkivet (cla@sa.dk), ogfagkonsulent Christian Vollmond, Undervisningsministeriet (christian.vollmond@stukuvm.dk).

2. CFP – THE APPRENTICESHIP: ‘SOCIALIZATION AND SKILL’
Socialization and Skill: The Master Apprentice Relationship in a Long-Term Perspective

Date: 8th – 9th November 2019, Venue: London School of Economics

The history of early modern apprenticeship is now firmly part of the historical agenda. Much recent work has been carried out by economic historians who analyse apprenticeship as part of the process of human capital formation. They generally consider apprenticeship primarily to be a way to invest in skills, with the crucial problems being understanding how the incentives to invest time or money were aligned for master and apprentice, and what consequences different kinds of training system had for economic divergence in the premodern world. The institutional context – which in early modern Europe especially is often seen as dominated by urban craft guilds – is mainly brought in to explain contract enforcement or barriers to entry.

Research into the social and cultural context of learning and upbringing has largely followed a different agenda, however. To historians working in this context, apprenticeship is often seen as a form of socialization and upbringing. The master-apprentice relationship is not examined as an economic contract, but is instead seen as an organising framework for the social interaction between two groups. The central processes in this context are the management of social and geographical mobility, and securing domestic power and hierarchy through different forms of disciplining.

Our conference sets out to re-engage these two strands of research in order to build a bridge between the analyses of economic and socio-cultural historians. By taking into account concepts and methods from both types of history writing, we expect that participants will shed new light on the master-apprentice-relationship, its socio-cultural and institutional embedding, and its economic and social outcomes. We seek contributions that will take a long term perspective as well as more specific case studies.
The key issue we seek to explore is the extent to which paying attention to both economic and socio-cultural logics can help us better explain the nature and characteristics of the master-apprentice relationship, and how this differed over time and between different contexts. Can we observe shifts in the balance between paternalism and patriarchy on the one hand, and contractual, commercial imperatives on the other, in the ways in which masters and apprentices lived and worked together?

Within specific papers, ways of addressing this broader question might include explorations of some of the distinctive features of historical apprenticeship:
– Why did so many apprenticeships end early? Were the underlying factors economic (e.g. wage-related) or socio-cultural (e.g. status related) in nature?
– To what extent did apprentices live under the roof of their master and what was the purpose and impact thereof on the training and the master-apprentice-relationship?
– How can we understand the trade-off between learning and working? Should long term transformations in such features as the need to perform household chores or the ability to earn wages be understood from an economic or rather a socio-cultural perspective (or both)?
– What was the impact of proletarianisation over the long-run in reshaping the master-apprentice relationship? Were apprentices transformed into cheap work force as the early modern period progressed, and what did this mean for socialization and training?

We especially welcome papers who examine apprenticeship from a long term perspective and encourage comparative approaches, including non-European ones. Please send your abstract of about 500 words to sietske.vandenwyngaert@uantwerpen.be before 1 February 2019.

For more information, see https://networks.h-net.org/node/7753/discussions/2712937/call-papers-apprenticeship-socialization-and-skill

3. CfP: HISTORICAL JUSTICE AND HISTORY EDUCATION
Historical Justice and History Education Symposium, Tuesday 4 June – Wednesday 5 June 2019, Umeå University, Sweden

This symposium will explore the evolving relationship between historical justice and history education, broadly conceived, which is generating many challenges as well as possibilities for both fields. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This impetus has manifested in globally diverse contexts including societies emerging from a period of recent, violent conflict, but also, established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. A diverse suite of redress instruments, including but not limited to criminal tribunals, truth commissions, reparations, and official apologies, are now regularly deployed in efforts to remedy and overcome historical injustices.

This symposium is concerned with the ways that the expectations of historical justice are being taken up in, and directed towards, educational contexts, particularly history education. Our primary questions are:
1. How does the ‘official knowledge’ generated from state-sponsored historical justice processes get used, and how should it be used?
2. What are the implications of historical justice movements for history education?
3. What is the role of history education in processes of historical justice, and what should it be?
Researchers, scholars and practitioners are invited to present papers that address one or more of these questions. This symposium seeks papers that explore both empirical and conceptual approaches to these questions. We are also interested in educational history as it relates to historical justice, including the ways historical justice has been taught or imagined in curriculum and/or education policy, for example. Other related topics include:
• The concept of truth in historical justice and history education
• The role of commemoration and memory in historical justice and education
• Education, and truth and reconciliation processes
• Relationships between historical justice and other fields such as historical culture, historiography, history education, educational history
• Historical justice and history education in different contexts (postconflict, postcolonial, settler colonial, democratic etc.)
The convenors intend to publish the papers presented at the symposium as an edited volume on the same theme with a major scholarly publisher by 2020.

Please note: Publication of accepted papers will be subject to the quality standards of this publication and thus will normally require further revision and peer-review, after the symposium.

Submission Guidelines:
 To submit a paper proposal, please submit a 350-word abstract that includes the title of your paper, a description of the topic you intend to discuss, theoretical and methodological approach, your email address and a brief bio (2-4 sentences).

The deadline for submitting abstracts is: 1 December 2018

Symposium Convenors: 
Henrik Åström Elmersjö, Matilda Keynes, Daniel Lindmark, Björn Norlin

Contact: Matilda Keynes
Email: matilda.keynes@umu.se
; Twitter: @matildakeynes; Twitter Hashtag: #hjhed19; Website: http://www.historicaljusticeandhistoryeducation.wordpress.com/

4. CALL FOR PHD AND POSTDOC APPLICATIONS: EDUCATION AND THE EUROPEAN DIGITAL AGENDA
“Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970” (PI Michael Geiss, University of Zurich)

This project reconstructs how the educational implications of technological change have been faced politically between 1970 and the end of the dotcom boom around 2000. It is concerned with how the challenge of the new information and communications technologies has been met in Europe during the first decades after the microchip started restructuring businesses, administration and daily life. The project focuses especially on the political initiatives regarding secondary schooling, vocational education and training, adult and higher education.
The project is based on a comparative approach. It examines political initiatives in Europe and puts special focus on the developments in Switzerland, in Germany (East and West) and Sweden. Starting from existing research on single developments, the project examines systematically the roles of national, supranational and transnational actors in politics and science as well as those of companies and private business associations in pushing forward the digital agenda in education. Thus, the project aims at a precise reconstruction of different national paths and transnational entanglements.

In the field of semiconductor technology, European states and the European Commission after the boom decades were worried about losing out to Japan and the USA. Based on the existing research, the outlined project assumes that, since the mid-1970s, European states have pushed a technological agenda that has also influenced education policies. Although this fact has attracted attention already especially in sociology, the educational implications of technological change after 1970 have not yet been the subject of comparative historical research.

Methodologically, the project follows an approach that reconstructs political responses to technological challenges since the 1970s in a European multi-level governance. It includes the supranational and the transnational level as well as national developments. The corpus of sources for this project consists of official documents from different political levels, as well as grey literature, memos, correspondence and unpublished manuscripts. It assumes neither a top-down nor a bottom-up, but rather aims to study the complex modes of action on different levels. The sample consists of countries that have distinctive educational traditions and that showed a different level of European integration during the assessment period. This offers a possibility to compare different forms of co-operation as well as national solo efforts.

Deadline for postdoc and PhD applications: November 30, 2018. For more information on the two positions, see https://www.ife.uzh.ch/de/research/arbeitsleben/forschung/Education-and-Technology.html

5. KRITERIUM – PEER REVIEW AV MONOGRAFIER
Du har väl inte missat möjligheten att få din monografi kvalitetstämplad av Kriterium?
Kriterium är ett samarbete mellan Göteborgs, Uppsala och Lunds universitet för att sakkunniggranska och open access-publicera vetenskapliga böcker på svenska. I projektet medverkar också Vetenskapsrådet, Riksbankens Jubileumsfond, Kungliga biblioteket, Nordic Academic Press och Makadam förlag.

Kriterium är inte ett förlag, utan en kvalitetsmärkning. Rent formellt är Kriterium en skriftserie, där publiceringen alltid sker i samarbete med en annan utgivare. De titlar som ingår i Kriterium ges alltså samtidigt ut på något av de etablerade sätten: i en universitetsserie, på ett förlag eller i en annan akademisk serie. Det är där den praktiska delen av publiceringsarbetet sker – Kriterium som publiceringskanal tillför och hanterar den vetenskapliga kvalitetsgranskningen.

Kriterium är öppet för vetenskapliga böcker från alla lärosäten och förlag.
Om du är intresserad av att kvalitetsstämpla din monografi med Kriterium-stämpeln ska du prata med ditt förlag, det är förlagen som skickar in till Kriterium.

Till de Kriterium-märkta publikationerna hör bland annat Daniel Lövheims ” Naturvetarna, ingenjörerna och valfrihetens samhälle” (NAP, 2016), se https://www.kriterium.se/site/books/10.21525/kriterium.7/

För mer information, se https://www.kriterium.se/

6. PUBLIKATIONER
Landahl, Joakim (2018): De-scandalisation and international assessments: the reception of IEA surveys in Sweden during the 1970s, Globalisation, Societies and Education, Open access at: https://doi.org/10.1080/14767724.2018.1531235

Lindmark, Daniel. (2018). Roseniusläsning i Västerbotten : Husandakt, byabön och konventikel som den religiösa folkläsningens arenor vid sekelskiftet 1900. In Carl Olof Rosenius betydelse: Regionalt, nationellt och internationellt (1st ed., pp. 15–47). Umeå: Luleå stiftshistoriska sällskap. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152561

Nylander, Erik & Tomas, Östlund (2018). Folkhögskolans samtidshistoria Deltagare och kursutbud 1997-2016. Folkhögskolan 150 år. s. 363-379 http://liu.diva-portal.org/smash/get/diva2:1212592/FULLTEXT02.pdf

Pannula Toft, Pia, Paksuniemi, Merja, and Westberg, Johannes, “The Challenge of Returning Home: The Role of School and Teachers in the Wellbeing of Finnish War Children, ‘Finnebørn’, during and after World War II”, Paedagogica Historica (published online). https://www.tandfonline.com/eprint/qWCueNHfKQvYUjeijJP5/full

Pettersson, Ingemar. ”The Nomos of the University: Introducing the Professor’s Privilege in 1940s Sweden” Minerva: A Review of Science, Learning and Policy, v56 n3 p381-403 Sep 2018.

Tengström, Emin, Olinder, Britta, Fritz, Martin, Svensson, Allan, Oscarson, Mats, Näsström, Britt-Mari, Sjögren, Peter, Tarnow, Peter & Zetterberg, Henrik (2018). Minnen från studenttiden vid Göteborgs universitet. Göteborg: Seniorakademien vid Göteborgs universitet

Westberg, Johannes, “Source materials are not the past: Celebrating: historians’ work in archives”, IJHE Bildungsgeschichte: International Journal for the Historiography of Education, vol. 8, no. 2 (2018), 208–212.

Westberg, Johannes, “How did teachers make a living? The teacher occupation, livelihood diversification and the rise of mass schooling in nineteenth-century Sweden”, History of Education (published online). Open access at: https://www.tandfonline.com/doi/full/10.1080/0046760X.2018.1514660

Ørskov, Frederik Forrai and Christian Ydesen. ”Playing the game of IQ testing in England and Denmark in the 1930s-1960s—a socio-material perspective.” Oxford Review of Education; Oct2018, Vol. 44 Issue 5, p599-615.

Östh Gustafsson, Hampus. ”The Discursive Marginalization of the Humanities: Debates on the “Humanist Problem” in the Early 1960s Swedish Welfare State,” History of Humanities 3, no. 2 (Fall 2018): 351-376. https://doi.org/10.1086/699299