1. CfP: UDDANNELSESHISTORIE 2022: TEMANUMMER OM GRUNDTVIG OG SKOLEN
2. CfA: 12TH HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (HEDSS), MADRID, JUNE 9­–12, 2022
3. CfP: ESSHC 2023 – GÖTEBORG
4. SYMPOSIA: THE SCHOOL STUDENT MOVEMENT IN FINLAND AND SWEDEN: TRANSNATIONAL AND COMPARATIVE PERSPECTIVES.
5. CONFERENCE: BILDUNG-GOSPEL: A SALVATION TO WICKED PROBLEMS?
6. PUBLIKATIONER

1. CfP: UDDANNELSESHISTORIE 2022: TEMANUMMER OM GRUNDTVIG OG SKOLEN
Det er ofte blevet hævdet, at N.F.S. Grundtvig (1783-1872) har spillet en enestående rolle for det danske skole- og uddannelsessystem. Nogle opfatter Grundtvig og hans arvtageres indflydelse som et særligt dansk dannelsesmæssigt adelsmærke, mens andre ser det som en national begrænsning, der har resulteret i en foragt for viden og kundskaber. Mange henviser således til Grundtvig i skoledebatten, men relativt få har imidlertid undersøgt, i hvor høj grad og hvordan Grundtvig og grundtvigianismen rent faktisk har præget de forskellige skoleformer i Danmark.

I anledning af 150-året for Grundtvigs død har Selskabet for Skole- og Uddannelseshistorie sat sig for at gøre noget ved dette. Selskabet inviterer således forskere til at dykke ned i Grundtvigs virkningshistorie for at finde svar på, hvor stor og hvilken indflydelse Grundtvig har haft på det danske skolesystem fra anden halvdel af det 19. århundrede til i dag.
Det er et vanskeligt historisk spørgsmål at svare på, hvilken indflydelse Grundtvig har haft, for det forudsætter overvejelser om, hvad indflydelse, prægning eller påvirkning indebærer. Er den direkte eller indirekte? Er det i kraft af Grundtvig selv eller hans arvtagere? Hvor kommer indflydelsen til udtryk? I skolernes organisering, selvbeskrivelse, praksis, formål, fag og lærebøger eller i den skolepolitiske debat og lovgivning?

For at lede forfatterne på vej har vi valgt at udstikke nogle kriterier og pejlemærker, som undersøgelserne af de enkelte skoleformer kan tage afsæt i. Som kriterier for at kunne tale om en grundtvigsk prægning vil det være centralt at undersøge politikernes motivation bag lovgivningen, ledernes og undervisernes baggrund og holdninger, den pædagogiske praksis i forhold til fx disciplin og didaktik samt fagenes og lærebøgernes indhold. Som pejlemærker for undersøgelserne vil det være relevant at have øje for spændingen mellem livsoplysning og positive kundskaber, opfattelsen af krop, adfærd og beklædning, synet på skolerne som steder præget af fx hjemlighed eller faglighed og holdningen til køn i form af pigernes integration i uddannelserne.

Bidragene skulle helst komme omtrent hele vejen rundt i det danske uddannelsessystem, så der på denne baggrund kan laves en samlet vurdering af Grundtvigs indflydelse på skolen i Danmark, som vil blive fremlagt i indledningen.

Bidragene kunne fx behandle folkeskolen, friskolen, efterskolen, højskolen, erhvervsskolen, gymnasieskolen, seminarierne og universiteterne eller et overordnet tema, der dækker flere skoleformer.

For yderligere oplysninger kontakt redaktørerne Harry Haue (hh@sdu.dk) og Hans Henrik Hjermitslev (hhhj@ucsyd.dk).

Forslag til artikler i form af et kort abstract bedes sendt til redaktørerne senest 1. januar 2022. Fristen for indsendelse af den endelige artikel er 1. juli 2022.

2. CfA: 12TH HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (HEDSS), MADRID, JUNE 9­–12, 2022

This conference invites applications from postgraduate students in the history of education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field.

The summer school started as an EERA pilot project and is the twelfth conference in a series of successful events that started in Ghent in 2010 and was followed by meetings in Birmingham 2011, Lisbon 2012, Hamburg 2013, Umeå 2014, Luxembourg 2015, Groningen 2016, Porto Conte 2017, Riga 2018, Liverpool 2019 and Lyon 2021. This session of the summer school is organised at Universidad Complutense de Madrid (UCM), Spain, in collaboration with Universidad de Alcalá (UAH) and Universidad Nacional de Educación a Distancia (UNED), both in Madrid.

The conference is supported by: Stichting Paedagogica Historica, History of Education Society, UK, European Educational Research Association (EERA), International Standing Conference for the History of Education (ISCHE) and Sociedad Española de Historia de la Educación (SEDHE).

The number of participants is limited to 25-30 students. The conference language is English. Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Madrid. ISCHE travel bursaries are available to students from low-GDP countries.

Closing date for applications is 31 December 2021. Successful applicants will be notified in February 2022. For more information about the summer school and how to apply, please see: https://eera-ecer.de/seasonschools/2022-histories-of-education-summer-school/

The full call is also available here: https://eera-ecer.de/fileadmin/user_upload/Documents/Seasonschools/CFA_HEDSS_Madrid_2022.pdf

3. CfP: ESSHC 2023 – GÖTEBORG
The 14th European Social Science History Conference 12-15 April 2023 is organized by the IISH in co-operation with the University of Gothenburg, Gothenburg, Sweden.

The aim of the ESSHC is bringing together scholars interested in explaining historical phenomena using the methods of the social sciences. The conference is characterized by a lively exchange in many small groups, rather than by formal plenary sessions. The conference welcomes papers and sessions on any historical topic and any historical period. It is organized in 27 thematic networks.

The deadline for paper and session proposals is 15 April 2022.

More information on the conference and the pre-registration form can be found on the ESSHC website: https://esshc.iisg.amsterdam

4. SYMPOSIA: THE SCHOOL STUDENT MOVEMENT IN FINLAND AND SWEDEN: TRANSNATIONAL AND COMPARATIVE PERSPECTIVES.

October 28, 10AM–17 AM, Room 2403, Department of Education, Stockholm
University.

Program:
Victor Johansson: In the Interest of Pupils: The Emergence of National School Student Federations in Sweden 1938–1952

Daniel Lövheim: A National School Student Press in Sweden: Perspectives from the late 1950s and early 1960s

Joakim Landahl: The Victory of the Victims: SECO and the Pupil Takeover during the 1966 Teacher Strike

Björn Lundberg: Operation Day’s Work: Education and Global Activism in 1960s Sweden

Ville Soimetsä: Passion and Politics in the Finnish School Student Movement, 1960s to 1980s

Essi Jouhki & Liisa Lalu: ”Yes We Can!”: Girls and Young Women in the Finnish School Student Movement

Ville Okkonen: Ideals and Threats from Sweden: How the Neighbour was Interpreted by the Finnish School Movement and the Conservatives

Kimmo Rentola: Different Consequences of 1968 in Finland and Sweden
Janne Holmén: Concluding Comments

For more information, please contact Joakim Landahl, Stockholm University

5. CONFERENCE: BILDUNG-GOSPEL: A SALVATION TO WICKED PROBLEMS?
A renaissance or hype or gospel around Bildung has recently emerged in Europe, especially in the adult education – and more specifically popular adult education – field. A hybrid pre-seminar adjunct to the Finnish adult education research conference (10.-11.2.2022) is organized in Tampere University on 9.2.2022. It invites participants to discuss and debate about the reasons, meanings and implications of the rampant interest in Bildung, especially as Nordic Bildung, while the concept has for long been marginalized in research and policy discourses on adult education.

The pre-seminar is free of charge and open to all. See https://equjust.wordpress.com/2021/10/05/bildung-gospel-a-salvation-to-the-wicked-problems/.

More detailed programme and instructions for participation will be disseminated later, follow also the conference website (https://events.tuni.fi/aitu2022/).

6. PUBLIKATIONER
Norlin, Björn, Skolagans historia och pedagogik: Sedlighetsfostran, disciplinering och våldsbruk i den tidigmoderna skolan, 1560–1820 (Lund: Nordic Academic Press, 2021). https://nordicacademicpress.se/skolagans-historia-och-pedagogik/