1. INTERNATIONELL FOUTB-KURS ”EDUCATIONALIZATION” (LABAREE, TRÖHLER, HORLACHER), OSLO UNIVERSITET
2. CfA: CONSERVATISM AND EDUCATION (ED. GEISS AND REH)
3: CfP: TRANSFER, TRANSNATIONALIZATION AND TRANSFORMATION OF EDUCATION POLICIES (TENERIFE, SPAIN)
4. PEDAGOGIKENS UTOPIER (FORSKARUTB. KURS, SU)
5. FULL PROGRAM: CHALLENGES FOR THE SCHOOL MUSEUMS AND HISTORY OF EDUCATION (COPENHAGEN), 3-5 July 2019.
6. PUBLIKATIONER
1. INTERNATIONELL FOUTB-KURS: ”EDUCATIONALIZATION” (LABAREE, TRÖHLER, HORLACHER), OSLO UNIVERSITET
“Educationalization – or: Why and how we think that education is the key solution to all kinds of problems”
The course is offered in collaboration with the research group in collaboration with the research group “Curriculum Studies, Leadership and Educational Governance” (CLEG) and the research group “Humanities Studies in Pedagogy” (HumStud).
Responsible: Berit Karseth and Kirsten Sivesind
Guest professors: David F. Labaree, Stanford University, Rebekka Horlacher, University of Zurich, Daniel Tröhler, University of Vienna and Professor II, University of Oslo
The seminar guides doctoral candidates in their attempt to read, think, and critically reflect on a particular pattern or cultural reflex that at the same time governs today’s education policy and education research. This pattern or reflex refers to the cultural phenomenon that today, at least in the Western world, we very likely assign all different kinds of perceived social, economic, or military problems almost immediately to education. As a rule, this assignment takes place unconsciously but guides all the more the way that we define research agendas and research questions. But, as anthropologist Margaret Mead is said to have once noted, “If a fish were to become an anthropologist, the last thing it would discover would be water.”
The Doctoral Seminar – it may be called a case-based discourse analysis of modern educational thinking – thus deals with a historically grown (but also particular) way of making sense of the (modern) world, its problems, and the (modern) self, which, strikingly, are often defined in educational ways – a fact that has led to the rise of the modern educational sciences with their theories and modern educational institutions with their particular practices and reforms.
In short: The seminar aims to help students to uncover the cultural motives of this cultural shift, to reconstruct its effects in the long 19th century, highlight more or less successful educationalizing strategies behind school reforms with regard to social inequality in the twentieth century and curriculum reforms in the 1970s. We will discuss current strategies to educationalize all kinds of perceived problems and ultimately transform our “self” to a problem that needs to be understood, diagnosed, and healed in educational ways.
This is an intensive course over tree days, comprising a total of 21 hours.
Dates: August 12-14, 2019
Place: University of Oslo, Blindern, Helga Engs hus, Room – TBA
Registration deadline: June 16, 2019.
More information, see https://www.uio.no/studier/emner/uv/uv/UV9919H1/#course-content
2. CfP: CONSERVATISM AND EDUCATION (ED. GEISS AND REH)
The next German Yearbook for the History of Education is dedicated to the historical relationship of ”Conservatism and Education”. The call for the yearbook (in English) can be found here in German and English: https://www.hist-edu.ch/wp-content/uploads/2019/04/CfA-JHB-262019.pdf
The special issue is not limited to Germany. Rather, contributions that take into account European, transatlantic and (post-)colonial interdependencies are especially welcome. The contributors are asked to email their abstracts to the editors by 30 June 2019.
The total length should be approx. 3,000 characters. Invitations to contribute will then be sent to the selected authors by late July. The deadline for papers will be the end of November 2019. The reviewing and revision process will be completed by May 2020. The volume will be published in September 2020.
3: CfP: TRANSFER, TRANSNATIONALIZATION AND TRANSFORMATION OF EDUCATION POLICIES (TENERIFE, SPAIN)
Symposium: June 3-5, 2020 / University of La Laguna (Tenerife, Spain)
This symposium focuses on generating a space for analysis, debate and reflection on the importance of the international organizations in the modernization processes and changes in curriculum policies in the international context. Around these processes of educational transfer, another purpose is to analyse the philosophical concept of the model of society and education that the indicated educational vision was based on. In short, it is about introducing new historical, philosophical, political, and comparative perspectives of analysis to help us to examine the origin of this concept and the directions taken by education systems in the global context.
For this reason, this symposium will pay special attention to the following topics: 1) Transfer and importation processes of curriculum policies; 2) The influence and importance of international organizations in the creation and evolution of curriculum policies; 3) Historical impacts on curriculum policies and teaching and learning processes at the national level; 4) The philosophical, theoretical and conceptual components of such educational policies; 5) New spaces for schooling, the universalization of education systems, and their effects on the curriculum; 6) New educational players in the processes of change generated; 7) Implications for the organization, administration and management of education systems; 8) Creation of new transfer, exchange and training circuits for research and scientific staff; 9) The role of public diplomacy in educational transfer processes; 10) Influences on research into education.
Deadline: September 1, 2019
4. PEDAGOGIKENS UTOPIER (FORSKARUTB. KURS, SU)
Pedagogik och utbildning har under lång tid varit viktiga inslag inom den västerländska utopiska traditionen. I människans sökande efter ett idealsamhälle finns därför ofta föreställningar om lärande och fostran nedtecknade. Kursen behandlar sådana edutopier både som historiska fenomen och i vår egen samtid. Centrala frågor i kursen är vilka återkommande teman av pedagogisk och utbildningsrelaterad art som går att identifiera inom den utopiska traditionen, men också vilka inslag som har minskat i betydelse i samband med det moderna utbildningssamhällets framväxt.
Kursen läses under hösten, med start period C (nov-dec). Språk svenska.
5. FULL PROGRAM: CHALLENGES FOR THE SCHOOL MUSEUMS AND HISTORY OF EDUCATION (COPENHAGEN), 3-5 July 2019.
We are pleased to invite interested scholars and other interested parties working with school museums, collections and educational history to participate in the 18th symposium for school museums and history of education collections.
The purpose of the 18. symposium is to focus on the challenges in preserving, communicating and working with school museums, educational collections and educational history in a global and digital era. How do we best preserve digitized material? How can we use existing digital platforms to boost our collections? Why and how do we share our digitized collections with the world. How can we use digital aspects in physical exhibitions? Which stories do we tell in an age of globalization? Moreover, what are the digital possibilities when researching? These are some of the challenges we would like to address.
The symposium will take place at the Royal Danish Library’s location in Emdrup, Copenhagen, at the Danish School of Education (DPU) and Aarhus University Library, from 3-5 July, 2019
For more info, see https://skolehistorie.au.dk/netvaerk/18th-symposium-for-school-museums-and-history-of-education-collections/
6. PUBLIKATIONER
Bjørn Hamre, Thom Axelsson & Kari Ludvigsen (2019) Psychiatry in the sorting of schoolchildren in Scandinavia 1920–1950: IQ testing, child guidance clinics, and hospitalisation, Paedagogica Historica, DOI: 10.1080/00309230.2019.1597137
Joakim Landahl, Annika Ullman, The politics of immortality: the funeral of an education minister and teacher unionist, History of Education & Children’s Literature 2019:1, pp. 261-278. http://p1.unimc.it/hecl/archivio/xiv-1
Larsson, Esbjörn & Westberg, Johannes (red.) (2019). Utbildningshistoria: en introduktion. (3e upplagan). Lund: Studentlitteratur. https://www.studentlitteratur.se/#9789144121192/Utbildningshistoria
Fay Lundh Nilsson & Per-Olof Grönberg, ”Inget för de lärde?” Diskussionerna om lokaliseringen av de tekniska elementarskolorna i Sverige i mitten av 1800-talet, Historisk tidskrift 2019:2
Ingrid Markussen (2019), ”Sagens sande Beskaffenhed”: Ludvig Reventlows skolereform på Brahetrolleborg 1783-1801, set i lyset af en forældreklage. Syddansk Universitetsforlag, 447 pp. ttp://www.universitypress.dk/shop/”sagens-sande-beskaffenhed”-3742p.html
Det utbildningshistoriska nätverket 