Utskick 190311


Department of Thematic Studies – Child Studies Linköping University. 11-12th of April 2019

Young girls have been overlooked in recent scholarship. On one hand, Girlhood Studies has mainly focused on the teenage girl overlooking challenges specific to younger children, on the other hand research in Child Studies rarely isolate gender as the main focus of study. This workshop wants to bring together Child Studies and Girlhood Studies researchers to explore the notions of and practices of the young girl-child.

This workshop is a collaboration between girlhood researcher Natalie Coulter from York University Canada and child studies researcher Anna Sparrman from Linköping University, Sweden. The workshop takes as its starting point that the girl is a cultural construct. She is a discursive formation onto which social anxieties and debates are often inscribed. The girl has been used as an image to justify many things. She is an image of the future, as a girl becoming, and she is an image of failure, needing to be saved. The purpose of this workshop is to reposition, relocate and reframe the young girl-child age 2 to approximately 12 years old by e.g. asking:

What does it mean to be a young girl?
Which girls are visible and which invisible?
What images/imaginations of the young girl do we live with?
What do these images/imaginings tell us about the contemporary moment?
What do actual girls do in everyday life?
How do girls themselves negotiate, engage, take up, resist or reassemble the cultural frames of girlhood offered to them?
What do girls’ responses reveal about the contemporary moment of girlhood?
Do young girls have equal opportunities in what they want to do?

We welcome a wide range of scholarship, particularly work that addresses issues of race, sexuality, gender binaries, class, and the body. We also welcome PhD-students, and scholars across the academia. The idea is to mix presentations with informal collaborations.

Send in an abstract of 150 words to anna.sparrman@liu.se and/or ncoulter@yorku.ca by the 15 March 2019.

There is no fees to participate but each participant needs to be self-funded (travel, food and accommodation). NOTA BENE, if we receive funding in March we will be able to help defray costs for the participants.

For questions or information contact: Anna Sparrman (anna.sparrman@liu.se) or Natalie Coulter (ncoulter@yorku.ca).

For more information, see https://liu.se/nyhet/global-girlhoods

Linköpings universitet söker doktorander till flera forskarutbildningar med historisk inriktning:

*1 doktorand i historia (ansök senast 2019.04.12)
*2-3 doktorander i Tema Kultur och samhälle (ansök senast 2019.04.12)
*4 doktorander i Pedagogiskt arbete, varav en med historiedidaktisk inriktning (ansök senast 2019.03.26)

Mer information finns via https://liu.se/jobba-pa-liu/lediga-jobb

June 11.-12. 2019, University of Oulu, Oulu Finland.

The theme of the 2019 FSHPE conference is the meanings of global and local in the history and philosophy of education.

On one hand the tradition of philosophy of education is borne out of ideas that have sustained a certain degree of generality. Such ideas relate to ethics, human rights, good life, and values, for example. While such ideas flow across nation borders and thus could be seen as global themselves, can they be defended as substantially universal? And if yes, to what extent and on what grounds?

On the other hand the ongoing process of globalization and shared common problems connected to it (e.g. climate change, refugee crises, rootlessness and political populism) have created a strengthening need for educating globally-minded citizens (according to e.g. Nussbaum) who are able to communicate straightforwardly with each other (according to e.g. Habermas). This is to say that regardless of the stance one has toward the philosophical question of universalism, these global problems exist and require that individuals with different backgrounds and values work together to solve them.
As a result, educational institutions, programs and policies in different continents find value in global trends and many school-related practices have become increasingly alike. Are the local ways of knowing and acting endangered at this time? While the right and left wing extremists raise concerns in many public and private arenas, is there a way in education to counteract such radicalism while fostering rootedness in the face of globalism? Furthermore, is there something that can be learned from the history of education that can help us tackle the challenges of today?

The program committee of the annual meeting of the Finnish Society for History and Philosophy of Education invites senior and young researchers, students and other curious minds to explore the meanings and questions of global and local in the history and the philosophy of education. However, the call is open and submissions do not have to address the theme directly. Presentations are welcome in English, Finnish and Sweden.

Deadline and Submission Format
Deadline for abstracts (no longer than 1 page) must be submitted by March 15, 2019 to FSHPE2019submissions@gmail.com. Decisions will be announced April 10, 2019.
Note : the conference has no fee

Call for Papers *EXTENDED*: Kasvatuksen historian ja filosofian kesäpäivät / Annual meeting of the Finnish Society for History and Philosophy of Education, 11.-12.6. 2019, Oulu

Exploratory workshop funded by the Joint Committee for Nordic Research Councils for the Humanities and the Social Sciences (NOS-HS) 7-8 November 2019, University of Helsinki, Finland

Even the continuously succeeding breakthroughs in medical science never will be able to take away uncertainty completely in clinical decision making and therapeutic treatments. The risks of an insufficient degree of tolerance of ambiguity are well known and therefore there is general agreement about the need of more attention for it in the curriculum. However, how to realise this ambition is much less clear. Our project, called “Changing attitudes towards medical uncertainty in the training of physicians” addresses this shortcoming, through a strong interdisciplinary approach, yet starting primarily from a historical orientation.

In this workshop we want to explore the history of changing attitudes towards medical uncertainty in the training of (primary care) physicians from the gradual introduction of the research university in the 1880s, when medicine increasingly came to be regarded as an ‘objective’ natural science. To what extent and in which way there was and is (still) room for ‘medical uncertainty’ during this development in the basic training of physicians, and how did these approaches develop due to changing circumstances and conditions in society? According to their professors, what kind of attitude future physicians had to adopt in the discussion between the extremes of a specialised focus on the disease and disease causation as opposed to a clear holistic approach, paying attention to the individual patient, to his or her entire medical and psychological background and to all sorts of factors of uncertainty? One option, which often has been tried out, was the introduction of courses on the ‘encyclopaedia and history of medicine’, following the example of leading German universities. However, to what extent and in which way these courses were indeed used to compensate for the increasing scientification of medical education in the laboratories is much less clear.

We encourage possible participants to focus their research on the different strategies of dealing with medical uncertainty in the basic training of future physicians, also by taking notice of the possible tensions between the pre-clinical stage of their education and the clinical phase. Most probably, for many students, hearing about this challenge in theoretical lessons was something completely different than being confronted with it in a practical way at the bedside. Through a case study approach, interested scholars are supported to look for the specificities of the institutional, local, regional or national framework, preferably placing these discussions to some extent also in a transnational, comparative context.

Geographically the focus is on the Nordic countries, but not exclusively. On the one hand medical education in the Nordic countries generally followed a similar development as in other parts of Europe. On the other hand, however, the climate and the vast geographical expanse of a thinly populated region resulted in some common distinctive characteristics, such as an extensive medical training and a difficult transfer of medical knowledge from centre to periphery. Many of these well defined challenges are valid up to today. Against this background it is significant to investigate the possibly common attitudes towards medical uncertainty as part of the training of physicians in Northern Europe

Practical instructions Proposals for presentations (approximately 400 words) should be submitted to Pieter Dhondt (pieter.dhondt@uef.fi), before the 1st of July 2019. Presentations must be no longer than 25 minutes, followed by 15 minutes discussion time. The results of the workshop will be submitted for publication as an edited volume in the series “History of Science and Medicine Library” of Brill (Leiden).

The workshop will be organised in collaboration with the International Commission for the History of Universities. Members of the commission are invited to participate in the conference with a presentation that fits the specific theme of the workshop or that, in a more general perspective, studies the question of how scholars have attempted to cope with uncertainty since the Scientific Revolution. Practically, parallel sessions will be organised focusing respectively on the theme of the workshop and on scientific uncertainty from a wider point of view, yet at the same time sufficient plenary events will be organised in order to create a community spirit among all the conference participants.

Organising committee: Pieter Dhondt (University of Eastern Finland), Sari Aalto and Laura Kolbe (University of Helsinki) Scientific committee: Pieter Dhondt (University of Eastern Finland), Eivind Engebretsen (University of Oslo), Anne Katrine Kleberg Hansen (University of Copenhagen), Peter Nilsson (Lund University)

Dahlstedt, Magnus, Andreas Fejes, Neoliberalism and Market Forces in Education. Routledge 2019. https://www.routledge.com/Neoliberalism-and-Market-Forces-in-Education-Lessons-from-Sweden/Dahlstedt-Fejes/p/book/9781138600881

Husz, Orsi & Nikolas Glover (2019): Between Human Capital and Human Worth, Scandinavian Journal of History, https://doi.org/10.1080/03468755.2019.1578687

Otso Kortekangas, Merja Paksuniemi, Heikki Ervast, ”Milestones of Basic Education in Finland: Pedagogy, Structure and Language”, i Merja Paksuniemi och Pigga Keskitalo (eds.), Introduction to the Finnish Educational System (Leiden and Boston: Brill Sense 2019). 1-13.

Larsson, E. (2019). Boys and Girls in the Service of Total War : Defense Service Training in Swedish Schools During World War II. In War and Childhood in the Era of the Two World Wars (pp. 113–127). Cambridge. https://doi.org/10.1017/9781108671965.007

Lundahl, Christian (2019) Making testers out of teachers: the work of a Swedish State Research Institute 1946–1956, History of Education, DOI: 10.1080/0046760X.2019.1565422

Rahm, Lina (2019). Educational imaginaries a genealogy of the digital citizen (diss. Linköping), http://liu.diva-portal.org/smash/record.jsf?pid=diva2%3A1281888&dswid=3063

Svensson, Robert (2019). Från träningsoverall till trenchcoat: Tränarpositionens förändring inom svensk herrelitfotboll mellan 1960- och 2010-talet. Diss. Örebro : Örebro universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-70256

Wikberg, Stina (2018). ”Bildämnets historia.” I: Estetiska ämnen och genus, Eva Skåreus (red.). s. 29-45.