Tiden går snabbt när nätverk har roligt! Det har nu gått ganska exakt 15 år sedan Donald Broady tog initiativ till nätverket på Historikermötet som hölls i universitetshuset i Uppsala, och mycket har hänt sedan dess inom svensk utbildningshistoria. Nätverket hålls levande tack vare all information som jag får av er, så glöm inte att skicka mig information om publikationer, workshops etc. Trevlig helg! /Johannes
1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
2. REMINDER: SCHOOL FINANCE REFORMS (19TH-21ST CENTURIES)
3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
History of Education Review special issue: the history of knowledge and the history of education
In recent years, the history of knowledge has developed into a thriving and dynamic subfield of historical studies, with its own specialist journals, book series and research centres, bringing together the study of a diverse range of periods, disciplines and approaches. Two programs of historical investigation in particular have emerged: first, an examination of the production, circulation and translation of knowledges outside of formal institutional structures, sometimes with a focus on historically devalued knowledges such as craft and trade knowledges; and second, an attempt to integrate histories of the natural sciences, social sciences and humanities, sometimes conceived of as an expansion of the history of science. As a field, the “history of knowledge” thus connects and overlaps with the history of science and technology, the similarly nascent field of the history of humanities, and intellectual history and the history of ideas in their various manifestations. However, less attention has to date been paid to the connections the new field might have with the history of education.
History of Education Review (Scimago 1) seeks submissions for a special issue, to be co-edited by Tamson Pietsch (UTS) and Joel Barnes (UTS), that will explore the relations and interconnections between the history of knowledge and the history of education. Submissions may examine empirical cases, focusing on any period and geographical region, or take theoretical or historiographical approaches. Authors may wish to consider questions such as:
What are the implications of centring forms of knowledge for established questions and problems in the history of education?
How does bringing the history of science and of other forms of learning into dialogue with the institutional histories of schooling, universities and technical education reframe our understandings of these institutions?
What might a focus on informal or extra-institutional knowledges bring to a field that has conventionally focused on the practices and institutions shaping formal, official knowledges? What are the relations between informal and formal knowledges, and how might attention to excluded knowledges reframe understandings of those that have historically been included within education systems?
What are the possibilities for history of knowledge methods to bring historically devalued Indigenous and non-Western knowledges more fully into the history of education?
How does thinking about the circulation of knowledge bring new perspectives to the traditional subjects of the history of education?
We seek submission of abstracts of 300 words proposing articles for consideration for publication, with full manuscripts to follow. Acceptance of an abstract does not mean acceptance of a paper and submitted papers will proceed through History of Education Review’s usual peer-review process.
Send abstracts and all queries to: email@example.com
Abstracts due: 1 October 2020
Full manuscripts due: 1 April 2021
Planned publication: Issue 1, 2022
For more info, see https://anzhes.com/call-for-papers/
2. 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.
-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 (firstname.lastname@example.org) and Johannes Westberg (email@example.com).
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.
•Deadline for submission of proposal (700-800 words): 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
3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
Eftersom en ISCHE-konferens både styrs av stadgarna för den stiftelse som har ansvaret för konferensen, och varje ISCHE-konferens påverkar nästkommande konferens då den är årlig, har det inte varit ett lätt beslut att fatta. Men det är nu klart att ISCHE 42, som skulle ha hållits i Örebro detta år, skjuts upp ett år. Exakt datum är inte fastställt, men konferensen kommer att organiseras i augusti 2021, i Örebro.
Detta innebär att antagna papers och sessioner förblir antagna. För dem som inte kan delta, kommer möjligheter att finnas att dra tillbaks sin anmälan när vår Conftool öppnar igen i januari 2021. För mer information, se https://www.ische.org/wp-content/uploads/2020/04/Guidelines-for-ISCHE-2021.pdf
Hellstrand, Sandra (2020). Lärlingsfrågan Institutionell förändring, ekonomiska föreställningar och historiska begrepp i den svenska debatten om lärlingsutbildningen, 1890-1917. Stockholm: Institutionen för ekonomisk historia och internationella relationer, Stockholms universitet. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179092
Honkavuo, Leena. ”The history of ideas of Nordic midwives’ excursions from the early 19th century to the millennium.” Scandinavian Journal of Caring Sciences, Mar2020; 34(1): 190-198.
Merethe Roos, Studia Theologica 1/20: Educating for Ecclesia – Educating for the Nation – Theological Perspectives in Nils Egede Hertzberg’s (1827-1911) understanding of schools https://www.tandfonline.com/doi/full/10.1080/0039338X.2020.1744722
Merethe Roos ,Teologisk Tidsskrift 2/20: Luthersk og uluthersk oppdragelse. Skole- og utdanningstenkning blant norske utvandrere til Amerika. Paul Vigenstad (1839-1925) som eksempel