Utskick 200204

1. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
2. CALL FOR NOMINATIONS: THE FASS-SANDIN ARTICLE PRIZE (NORDEN)
3. TOC: VÄGVAL NR 4 / 2019 – TEMA: REFORMHISTORIA
4. NY CENTRUMBILDNING: CENTRUM FÖR KUNSKAPSHISTORIA VID HISTORISKA INSTITUTIONEN I LUND
5. TOC: UDDANNELSESHISTORIE 2019 – TEMA: ”FRA FÅ TIL MANGE. DET 20. ÅRHUNDREDES UDDANNELSESEKPLOSION”
6. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE), 11.-12.6.2020, UNIVERSITY OF JYVÄSKYLÄ
7. PUBLIKATIONER

1. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
Call for a special issue to be published in French in Histoire de l’éducation, and in English or the Nordic languages in the Nordic Journal of Educational History.

In the 19th and 20th centuries, European societies generally followed, with variations in timing, rhythm and scale, trajectories of mass enrolment in primary, secondary – general as well as vocational, and higher education. At the same time, the funding schemes of these different types of education have been reshaped over the years, with changes affecting both the respective share of public and private funding, the use or exclusion of market mechanisms in the allocation of resources, and the centralization or decentralization of fiscal resources allocated to education.

Drawing on quantitative methodologies, economists and political scientists have attempted to assess the various effects of these funding schemes on the pace of development of national school systems, on the overall level of educational expenditure, and also on the level of redistribution among social classes. This research shows that these funding schemes are not neutral technical mechanisms. On the contrary, funding schemes contribute to the explanation of different features of past and present educational policies. Moreover, they represent a substantial part of the redistributive mechanisms at work in democratic societies. As such, the history of the funding schemes of education systems feeds into the ongoing reflection on the dynamics of socio-economic inequalities in European societies: an unprecedented level of inequality in the 19th century, a significant reduction in income and wealth inequalities starting after the First World War, and their resurgence since the 1980s.

In this call for papers, we encourage researchers to explore transformations in school funding schemes, their genesis, their social, economic, and political purposes, as well as their effects. This special issue will focus on two countries: France and Sweden. The aim is to fill the gaps in the respective national historiographies, but also to reveal, through comparison, the diversity of possible solutions in the management of similar challenges, such as the unequal cost of schooling in rural and urban areas, the need to balance national objectives and local socio-economic specificities, or the quest for a better use of public resources.
Among the reforms that need further examination, we would like to point out the following (this list is not exhaustive):

For the French case:
-the State taking charge of the remuneration of primary school teachers (1889) and of secondary school teachers (for the “collèges” in 1925)
-the reform of the apprenticeship tax in 1971
-the nationalization of secondary schools between the years 1950 to 1970
-the financial dimensions of school decentralization from 1982 onwards, etc.
For Sweden:
-The centralization of the remuneration of primary school teachers (1910-1930)
-The reform of the student subsidy system (1900-1950)
-The introduction of comprehensive schools in the 1950s and the comprehensive school reform of 1962 (grundskolereformen)
-The decentralization of the Swedish primary school system 1989-91 (the so-called municipalization, kommunaliseringen)
-The introduction of school vouchers (1992)

We invite the authors to be attentive to the plurality of factors that may inform the adoption of a particular reform. The reform may institutionalize previously existing financial flows that may have grown outside any clearly defined legal framework. It may also open the way to new or increased financial flows. In both cases, it is necessary to appreciate the weight of ideological and political models in the reform process. These models provide the justifications for changes in the distribution of the burdens falling on the various funders: competing conceptions of what equality implies (between individuals, gender, social classes, urban and rural territories); or alternative visions of the characteristics of “efficient” organization. Finally, the authors should, as far as possible, endeavor to assess the short-, medium-, and long-term effects of the reforms studied, without prejudging the conformity of these effects with the objectives initially pursued.

Guidelines for the authors
Proposals will include the name of the author, his/her email and institutional affiliation; a title and an abstract in French, English, or a Nordic language (700-800 words), and a bibliography.
Proposals will be sent jointly to Clémence Cardon-Quint (clemence.cardon-quint@u-bordeaux.fr) and Johannes Westberg (b.a.j.westberg@rug.nl).

Scientific committee
Articles will be submitted to a double-blind peer review. The scientific committees of Histoire de l’éducation and of the Nordic Journal of Educational History will supervise the process.

Timeline
•Deadline for submission of proposal: May 1, 2020.
•Answers to the authors: June 1, 2020.
•November 2020: one day workshop at the University of Bordeaux (France) to discuss the introduction and the first versions of the papers
•January 2021: delivery of the papers
•January-March 2021: double-blind peer review
•May 2021: delivery of the revised versions of the papers
•May 2021-November 2021: professional translation of the articles (funded and supervised by the organizers)
•Winter 2021: publication

2. CALL FOR NOMINATIONS: THE FASS-SANDIN ARTICLE PRIZE (NORDEN)
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best peer-reviewed journal article in Danish, Norwegian, or Swedish (or in English so long as the journal is published in Norden) on the history of children, childhood, or youth (broadly construed) published in 2019. The award consists of a plaque. The winner will be announced in the Summer of 2020. 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 a PDF version of the article by February 15, 2020 via email to each of the Award Committee Members.

Petter Sandgren petter.sandgren@edu.su.se
Frescativägen 54
Department of Education
106 91 Stockholm

Helle Strandgaard Jensen hs.jensen@cas.au.dk
Department of History and Classical Studies, Aarhus University
Jens Chr. Skovs Vej 5
8000 Aarhus
Denmark

Elisabeth Teige elisabeth.teige@hivolda.no>
Department of Social Sciences and History, Volda University College.
P.O. Box 500
N-6101 Volda

3. VÄGVAL NR 4 / 2019 – TEMA: REFORMHISTORIA
Johanna Ringarp
Inledning

Peter Holmberg
Vägvalen i yrkesutbildningen- som jag minns dem! Från Yrkesskola till Gymnasieskola, tiden fram till 1991

Björn Furuhagen
På spaning efter den goda lärarutbildningen i Sverige och Finland

Viktor Aldrin
Skolans religiösa historia: Om övergången från statlig kristendom till statlig religionskritisk sekularism

Göran Bergström
Recension: Magnus Hulthén ”Striden om den goda skolan”

Texterna finns tillgängliga på: https://undervisningshistoria.se/vagval-nr-4-2019-tema-reformhistoria/

4. NY CENTRUMBILDNING: CENTRUM FÖR KUNSKAPSHISTORIA VID HISTORISKA INSTITUTIONEN I LUND
Den 1 mars 2020 inrättas Centrum för kunskapshistoria vid Historiska institutionen i Lund. Det engelska namnet är Lund Centre for the History of Knowledge och förkortningen lyder LUCK. Föreståndare blir Johan Östling och biträdande föreståndare Anna Nilsson Hammar och David Larsson Heidenblad.

Centrumbildningen kommer primärt att vara ett forum för den kunskapshistoriska forskning som bedrivs i Lund och samla de pågående aktiviteterna: det kunskapshistoriska seminariet, de kunskapshistoriska forskningsprojekten, det kunskapshistoriska gästforskarprogrammet, de nordiska och internationella nätverken, den digitala plattformen (newhistoryofknowledge.com) etc. Centrum för kunskapshistoria kommer härutöver att ha till uppgift att stimulera och möjliggöra kunskapshistoriska samarbeten över ämnes- och institutionsgränser i Lund.

För oss innebär inrättandet av Centrum för kunskapshistoria en organisatorisk formalisering av något som på många sätt redan finns. Samtidigt ser vi det som ett erkännande av det arbete som vi har bedrivit sedan 2014 för att lansera, utveckla och konsolidera kunskapshistoria som ett nytt fält. Vi vill därför rikta vårt varma tack till alla som på olika sätt har visat intresse för vår verksamhet och uppmuntrat oss.

Invigning av Centrum för kunskapshistoria äger rum den 4 mars kl. 14.15–16.00 (i LUX:C126) under festliga former. Det kommer att ske samtidigt som vi lanserar vår nya bok, Forms of Knowledge, en antologi som samlar ett tjugotal forskare med kunskapshistoriska intressen. Varmt välkomna!

Under våren 2020 har vi ett flertal andra aktiviteter på gång. Det kunskapshistoriska seminariet bjuder på ett antal intressanta punkter; till exempel kommer Peter Burke hit i slutet av april (se det bifogade programmet). Utöver dessa seminarier kommer flera forskare med kunskapshistoriskt relevanta ämnen att vara gäster på det högre seminariet i historia (se nedan).

I den första utlysningen till det kunskapshistoriska gästforskarprogrammet fick vi glädjande nog många goda ansökningar. Under maj månad kommer tre forskare att vara gästforskare inom ramen för programmet: Marina Bezzi (Brasilia), Joshua Ehrlich (Macao) och Thomas Ruoss (Leuven). En ny utlysning kommer i april.

För fortlöpande information se https://newhistoryofknowledge.com

Med vänliga hälsningar
Johan, Anna och David

5. TOC: UDDANNELSESHISTORIE 2019 – TEMA: ”FRA FÅ TIL MANGE. DET 20. ÅRHUNDREDES UDDANNELSESEKPLOSION”
Jesper Eckhardt Larsen og Christian Larsen
Uddannelsessystemernes ekspansion i det 20. århundrede – en oversigt over årsagsdiskussionen

Karen Egedal Andreasen og Christian Ydesen
Vejen til obligatorisk 8. og 9. skoleår – ideerne og konteksten bag oprettelsen af Statens Pædagogiske Forsøgscenter

Jesper Eckhardt Larsen
Skolelærernes historiske u-samtidigheder – lærerne som bondestandens organiske intellektuelle i mødet med uddannelseseksplosionen. Danmark og Norge i nordisk og europæisk perspektiv

Henning Bro
Det skæve gymnasium – geografiske skævheder i hovedstadsmetropolens gymnasietilbud i det 20. århundrede

Harald Jarning
Kunnskapsvekst under streken gjennom femti år – høyere utdanning i Norden utenfor universitetssektoren

Morten Meissner
Duborg-Skolen mellem tradition og opbrud

Signe Holm-Larsen
Reformtræthed, regeringsskifte og retfærdig retning?  uddannelserne i folketingsåret 2018-19

Christian Larsen
Dansk uddannelseshistorisk årsbibliografi 2018

http://www.uddannelseshistorie.dk/index.php?option=com_content&view=category&layout=blog&id=8&Itemid=10

6. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE), 11.-12.6.2020, University of Jyväskylä
We are happy to invite all who are interested in the history and philosophy of education to our annual meeting. You are welcome to participate, share your thoughts, and meet interesting people.

Please send proposals (no longer than 1 page) to e-mail address historyeducation@jyu.fi. The deadline for abstract submissions is 15.3.2020. Presentations are welcome in Finnish, English, and Swedish. Note: the conference has no participation fee.

Conference www-page: https://www.jyu.fi/hytk/fi/laitokset/hela/tutkimus/keskittymat/childhood-and-education/kasvatuksen-historian-ja-filosofian-kesapaivat

7. PUBLIKATIONER
Normark, Daniel (2019). Mobilising skill and making skill mobile: Crafoord’s surgical tours in South America, 1950-1965. Lychnos 2019. https://journals.lub.lu.se/lychnos/

Paksuniemi, Merja, Ribarič, Mateja & Westberg, Johannes, ”Unmarried, well behaved and well dressed: The socialization process of female teachers in early twentieth-century Finland and Slovenia” [Neporočene, vzorne in urejene: Proces socializacije učiteljic vzačetku dvajsetega stoletja na Finskem in v Sloveniji], Šolska kronika / School Chronicle, vol. 28, no. 3 (2019), 295-310.

Ydesen, Christian (red.) (2019), The OECD’s Historical Rise in Education
The Formation of a Global Governing Complex. Palgrave Macmillan.
https://www.springer.com/gp/book/9783030337988