Utskick 190823

1. CfP: TEMANUMMER KUNSKAPSHISTORIA
2. VÄGVAL NR 2 / 2019 – INNEHÅLLSFÖRTECKNING
3. CfP: TRANSFER, TRANSNATIONALIZATION AND TRANSFORMATION OF EDUCATION POLICIES
4. CfP – CHILDREN AND YOUTH SPEAKING UP AND SPEAKING OUT: MANCHESTER METROPOLITAN UNIVERSITY, 25-27 JUNE 2020
5. CfP: THE 19TH INTERNATIONAL SYMPOSIUM ON SCHOOL MUSEUMS AND COLLECTIONS OF EDUCATIONAL HISTORY
6. CfP: DIGITISED NEWSPAPERS, A NEW ELDORADO FOR HISTORIANS
7. UTBILDNINGSHISTORISKA SEMINARIET VID STOCKHOLMS UNIVERSITET
8. CfP: NORDIC MODES OF BILDUNG, SCHOOLING, AND UPBRINGING – THE INTERPLAY BETWEEN INDIVIDUALISM, COLLECTIVISM, AND INSTITUTIONALIZED LIVES (OSLO)
9. PUBLIKATIONER

1. CfP: TEMANUMMER KUNSKAPSHISTORIA
Den idéhistoriska tidskriften Slagmark kommer att ägna ett specialnummer åt kunskapshistoria/kunnskapshistorie/videnshistorie. Därför söker de nu skandinaviska bidrag. Gästredaktörer är Maria Simonsen (Ålborg) och Anton Jansson (Lund).

För mer information se: http://www.slagmark.dk/call-for-papers

2. VÄGVAL NR 2 / 2019 – INNEHÅLLSFÖRTECKNING
Joanna Giota
Inledning

Emil Marklund
Småskolläraren Ester – Sociala nätverk och känsloliv i en småskollärares dagbok vid sekelskiftet 1900

Anders Burman, Shamal Kaveh
1968, det politiska och det pedagogiska

Christian Lundahl
Betygsmotståndet i Tidskriften Krut 1977-1986

Caroline Runesdotter
Juridifiering i skolan – möjligheter och risker

Hela numret: https://undervisningshistoria.se/vagval-nr-2-2019/

3. CfP: TRANSFER, TRANSNATIONALIZATION AND TRANSFORMATION OF EDUCATION POLICIES (1945-2018). INTERNATIONAL CONFERENCE ON POLITICS AND HISTORY OF EDUCATION

University of La Laguna (Tenerife, Spain), June 3, 2020 – June 5, 2020
Keynote speakers include: Gary McCulloch (London), Johan Prytz (Uppsala)

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 for paper abstracts: September 20, 2019.

More information: http://fahrenhouse.com/conf/index.php/tttep/tttep2020

4. CfP – CHILDREN AND YOUTH SPEAKING UP AND SPEAKING OUT: MANCHESTER METROPOLITAN UNIVERSITY, 25-27 JUNE 2020

The last two years have seen some of the most powerful youth protest movements in decades. Greta Thunberg’s school strike calling for climate action inspired a global campaign among millions of school children.

This third biennial conference of the Children’s History Society consequently seeks to explore the challenges and possibilities of researching how children and young people have resisted, confronted or acceded in societies that have rarely valued their voices, in the face of adults who have tried to restrain them and enforce silence in different historical settings and eras.

For individual papers, please submit an abstract of no more than 300 words, together with a 2-page CV, to childrenandyouth@mmu.ac.uk by 1 November 2019.

For more information, see https://histchilduk.wordpress.com/2019/06/12/call-for-papers/

5. CfP: THE 19TH INTERNATIONAL SYMPOSIUM ON SCHOOL MUSEUMS AND COLLECTIONS OF EDUCATIONAL HISTORY

On Behalf of the Museum of Education – Xeniseum of the University of Crete – CSRHETP (Centre for the Study and Research for the History of Education and Teaching Profession, University of Crete, Greece) we have the great pleasure to invite scholars, interested individuals and other interested parties working with museums of education, collections and educational history to participate in to the 19th International Symposium on School Museums and Collections of Educational History. The Symposium will take place in Rethymnon, University of Crete, Greece, in May 2021.

Xeniseum is an international member of the BMN (Balkan Museums Network) and of ECSITE (the European network of science centers and museums), and is under the Auspice of the Prefecture of Crete, Greece. The Post-Graduated Program ‘Science of Education, Critical Pedagogy and Teacher Education’, along with ‘Friends of the Museum of the University of Crete’ (MUSAIOI) will also support and co-organize the Symposium.

Website: https://kemeiede.org/

6. CfP: DIGITISED NEWSPAPERS, A NEW ELDORADO FOR HISTORIANS
Digitised newspapers, a new Eldorado for historians ? – Epistemology, methodology, tools and the changing practice of historiography in the context of mass digitisation of newspapers.

The conference will be held on the 24-25 April 2020 in Lausanne, in English. Proposals can however be sent in English, French and German. The full papers will have to be submitted before the conference. After the conference, participants will be invited to submit their conference-paper for publication in an edited book on the epistemology of digital history, published by De Gruyter. The selected authors will have the opportunity to revise their conference-paper until 15 May 2020. They will be peer reviewed for final publication, scheduled for early 2021. Chapters may be written in English, German or French. For papers in German or French, a broad summary in English should be provided by the authors (4,000 characters with spaces).

For more info, see https://wp.unil.ch/metis/2019/06/call-for-papers-digitised-newspapers-a-new-eldorado-for-historians/

Calendar:
15.09.2019: deadline for the conference proposal (2,000 characters, with spaces) and a short CV to be sent to info@impresso-project.ch.
15.11.2019: notification of selected speakers.
15.04.2020: deadline for the full papers (30,000 characters with spaces) to be submitted in French, English or German.
24-25.04.2020: conference in Lausanne.
15.05.2020: deadline for the revised paper.
early 2021: book publication.

7. UTBILDNINGSHISTORISKA SEMINARIET VID STOCKHOLMS UNIVERSITET
Program för höstterminen 2019

3 oktober, 16.00-18:00 (rum D900 Historiska institutionen)
Iris Ridder, Högskolan Dalarna: ”‘Prodesse et delectare’ i Sveriges första arbetarlitteratur från 1613: Gisle Jacobsons orakeltärningsspel för bergsmän vid Stora Kopparberg i Falun”

12 december, 16:00-18:00 (lokal ännu inte bestämd)
Anne-Li Lindgren & Sara Backman Prytz, Stockholms universitet, BUV, ”Svensk sexualundervisning 1882-2014: Normer om sexualitet i ett utbildningshistoriskt perspektiv”

Sprid gärna info om seminarierna! Om du vill komma med på sändlista för seminariet, kontakta daniel.lovheim@edu.su.se

8. CfP: NORDIC MODES OF BILDUNG, SCHOOLING, AND UPBRINGING – THE INTERPLAY BETWEEN INDIVIDUALISM, COLLECTIVISM, AND INSTITUTIONALIZED LIVES (OSLO)
Images of the modern Nordic societies are often paradoxical: Strongly socially cohesive but renowned for their liberal social values; Equal rights and opportunities for all blended with collective demands and duties; Strong trust and solidarity but less responsibility for helping your neighbour.

The Nordic countries have historically shown both strong collectivist traits epitomized in social democratic concepts like “folkhemmet” (S) or expressions like “raising a building together” (DK) as well as strong individualist traits of universalized individual rights to social goods and services. In the Nordic model of education ideals of a common “folkskola” and of “folkeoplysning/folkbildning” have included both more communitarian as well as more individualistic conceptualizations of “dannelse” (Bildung).

In the field of education individuals are currently urged to optimize their contribution to society. Lifelong learning under the banner of employability is no longer just a possibility but has almost turned into a duty. The strong “welfare states” make equality more possible – but does the turn to strong “competition states” also indicate a new more coercive collectivism?
In the light of these tensions, we aim in this conference at examining historical and current ideals, practices, and institutions related to the formative aspects of Nordic citizens’ lives—their childhoods, parenting values, schooling, education, and lifelong learning. We invite researchers that are engaged in the study of the institutions and arenas in which children and youth are brought up and educated. How have aims and expectations changed over time both in the Nordic settings and worldwide? Are there specific Nordic traditions in Bildung, education, and upbringing? Are they more rooted in common ideals of equality and communitarianism than in other Western and global societies? How are these ideals expressed, justified, and institutionalized in a more globalized era?

Time and place: Apr. 23, 2020–Apr. 24, 2020, University of Oslo.

Deadline for proposals: 1st of December 2019

For more information, see https://www.uio.no/english/research/strategic-research-areas/nordic/research/research-groups/the-nordic-education-model/events/2020/nordic-modes-of-bildung.html

8. PUBLIKATIONER
Furuhagen, Björn, Janne Holmén & Janne Säntti (2019) The ideal teacher: orientations of teacher education in Sweden and Finland after the Second World War, History of Education, DOI: 10.1080/0046760X.2019.1606945

Hultén Magnus. Striden om den goda skolan: Hur kunskapsfrågan enat, splittrat och förändrat svensk skola och skoldebatt. Lund: Nordic Academic Press; 2019. 248 p. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157051

Landahl, Joakim. ”Learning to Listen and Look: The Shift from the Monitorial System of Education to Teacher-Led Lessons.” The Senses and Society 14, no. 2 (2019): 194-206.

Larsson Anna. Skolgården och rasten genom historien. In: Rasten: möjligheternas mellanrum. 1st ed. Lund; 2019. p. 79–93

Milewski, Patrice, Christian Ydesen & Karen E. Andreasen (2019) Mental testing and educational streaming in Ontario and Denmark in the early twentieth century: a comparative and transnational perspective, Paedagogica Historica, 55:3, 371-390, DOI: 10.1080/00309230.2019.1589802

Roos, Merethe (2019), ”Hartvig Nissen – Grundtvigianer, skandinav, skolemann”. Cappelen Damm Akademisk. https://www.cappelendamm.no/_hartvig-nissen–grundtvigianer-skandinav-skolemann-merethe-roos-9788202566531

Spjut, Lina. (2019). Stereotyper och rasbegreppet i finlandssvenska läroböcker: En textnära komparation av beskrivningar av samer under fyra decennier. Nordidactica, (2019:2), 50–71. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73143