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1. UTLYSNING: TVÅ DOKTORANDPLATSER VID UMEÅ UNIVERSITET
2. CfA: EXPLORATORY WORKSHOP: DEN SVENSKA INTERNATSKOLAN SOM ETT NYTT FORSKNINGSOBJEKT
3. SKOLHISTORISKT ARKIV NR 38 (2021) TEMA: LÄROMEDEL
4. TEMA: UTDANNING, ARR – IDÉHISTORISK TIDSSKRIFT
5. INBJUDAN TILL KUNSKAPSHISTORISK SOMMARSKOLA 2022
6.CfP: UNDER THE RADAR – CHILDREN AND CHILDHOODS MISSING FROM NORDIC CHILDHOOD STUDIES
7. PUBLIKATIONER

1. UTLYSNING: TVÅ DOKTORANDPLATSER VID UMEÅ UNIVERSITET

1a. Doctoral Position in History and Education
In collaboration with the Postgraduate School in the Educational Sciences, the Department of Historical, Philosophical and Religious Studies is looking for a doctoral student in History and Education, i.e. educational history and/or history teaching and learning (didactics). The position will be linked to the History and Education Research Group.

Doctoral studies begin at the start of the autumn semester, 29 August 2022. More information about the position and application can be found in the advertisement.

Deadline for applying is 28 March 2022. https://www.umu.se/en/work-with-us/open-positions/doctoral-student-in-history-and-education_479671/

1b. Doctoral Position in Education with a Focus on Didactics
The doctoral student will be affiliated with the Postgraduate School in the Educational Sciences and have their employment at the Department of Education, where the subject-specific research training and supervision will take place. The position will be linked to the research group Didactics, Evaluation, and Assessment (DUB), which includes, among other things, social studies didactics and educational history.

Doctoral studies begin at the start of the autumn semester, 29 August 2022. More information about the position and application can be found in the advertisement.

Deadline for applying is 28 March 2022. https://www.umu.se/en/work-with-us/open-positions/ph.d.-position-in-education-with-a-focus-on-didactics_475002/

2. THE POLITICAL PROJECT OF SECULARIZATION AND MODERNIZATION THROUGH EDUCATION REFORM
Thursday March 17, 2022, 12.30-18.00 (CET)
Centre for Education Policy Research, Aalborg University, Campus Copenhagen,
A. C. Meyers Vænge 15, 2450 Copenhagen, Denmark (room TBH) and online through Zoom

Since secularization as a research paradigm was increasingly found inadequate from especially the 1990s, historiographic education research has challenged the dominating 20th-century progressive narratives on modern schooling and pointed to how religion has played a role in especially modern European as well as North American educational effort. This has resulted in not least research on how religion, especially in the form of Protestantism, has been used and transformed in the modern civilizing mission of schooling, in nation-building through schooling and in the languages of education, and as such circulated globally. The concepts of modern schooling that developed in Europe and North America from especially the mid-19th century onwards are increasingly recognized as having been part of transforming and reinforcing religion globally from colonialism to present-day politics of globalization (e.g. Popkewitz 2011, Tröhler 2011, Buchardt 2016). Historical scholarship has since especially the 2000s in continuation suggested that the picture of a sharp differentiation, when it comes to divisions between religion and state-driven education and its connected knowledge corpuses in the form of pedagogies and education theory, is not adequate. The relation between religion, education and state also post-19th century developed in a far more complicated manner. Education historical scholarship post Secularization, R. I. P. (Stark 1999) leads to questioning, not if secularization in the meaning of institutional division took place, but rather what secularization as a political project contained: Which strategies? Which technologies? Which forms? Also it invites us to reconsider what research into religion and state within the field of history of education ‒ in interdisciplinary overlaps with political history and historical religion research ‒ has contributed and can continue to contribute.

CfU is pleased to host this seminar and welcome esteemed colleagues. The seminar is part of ”Reforms in Education: A European Research Network” financed by the Swedish Research Council /Vetenskapsrådet and is hosted by Professor Mette Buchardt, Centre for Education Policy Research, Aalborg University.

Program

12:30-13:15: Mette Buchardt, Aalborg University
The political project of secularization and modernization through education reform.

13.30-14.30: Susannah Lisbet Wright, Oxford Brookes University
A secularising mission? Moral instruction in English schools, 1890s to 1918

15.00-16.00: Victoria Smolkin, Wesleyan University
A Sacred Space Is Never Empty: What can the history of Soviet atheism tell us about the secular?

16.15-17.15: Daniel Tröhler, University Of Vienna
Title TBA

17.15-18:00: End Discussion

Sign up no later than March 4 (indicate if wanting to participate real life or through zoom) to research assistant Simon Holleufer at simonho@ikl.aau.dk

3. SKOLHISTORISKT ARKIV NR 38 (2021) TEMA: LÄROMEDEL

Innehåll:
Geber Erik: Inledning, 5-7.

Appelberg Carl: En bokförläggare minns, 8-11.

Geber Erik: Förhållandet mellan läroplaner och läromedel under olika tider, 12-20.

Geber Erik: Några långkörare bland läroböckerna i Svenskfinland, 21-28.

Sjöblom Ines: Att skapa läromedel för grundskolan, 29-37.

Spjut Lina: Den gemensamma historien i rikssvenska och finländska läroböcker 1866-2016, 38-53.

Gripenberg Martin: Mängdläran som kom av sig, 54-70.

Gripenberg Martin: Förgängliga läromedel, 71-80.

Fellman Urban: Skolplanscher som åskådningsmedel, 81-116.

Saramo Nils: De digitala läromedlens ankomst till de finlandssvenska skolorna, 117-123.

Gripenberg Martin: Skolhistorisk översikt 2019-2020,125-143.

Mer info, samt länkar till några av artiklarna, se https://www.skolhistoria.fi/skolhistoriskt-arkiv-nr-38-2021/

4. TEMA: UTDANNING, ARR – IDÉHISTORISK TIDSSKRIFT
Allmenndannelse – dannelse og utdannelse i ett, Harald Thuen

Utdanningspolitiske utfordringer: En samtale med seks representanter for utdannings-Norge, Else Marie Lingaas

Ortografi og ideologi:Da bolsjevikene kuppet rettskrivningsreformen i 1918, Ingunn Lunde

Om å verdsette elever: Forskjellstenkning i norsk skolepolitikk, Espen Schaanning

Den segregerade utbildningens paradoxer: Om rasism och intellektuell aktivism i USA:s historia, David Östlund

Leonardo Bruni om humanistisk utdannelse: Innledning til hans avhandling «Om studiet av litteratur», Leonardo Bruni

Akademisering av yrkesutdanninger – fra frigjøring til tvang?, Jan Messel

Da yrkesfag forsvant fra ungdomsskolen: llmenndannelsens politikk, Elise Farstad Djupedal

Idéene som skapte Nansenskolen, Inge Eidsvåg

En rörelse i tiden: Montessori, montessorismen och montessorianerna, Christine Quarfood

Pisafisering av skolen: En suksess med bismak, Sven Sjøberg

Modevetenskap som akademiskt ämne: Feministisk innovation eller del av en allmän utbildningsinflation?, Philip Warkander

För mer info, se http://185.193.216.127/nummer/utdanning

5. INBJUDAN TILL KUNSKAPSHISTORISK SOMMARSKOLA 2022
Den 22–25 augusti 2022 arrangeras för tredje gången Kunskapshistorisk sommarskola vid Centrum för kunskapshistoria, Lunds universitet (LUCK). Kunskapshistoria (videnshistorie, kunnskapshistorie, history of knowledge) syftar till att ge nya perspektiv på det förflutna genom att studera kunskapens betydelse i historien, och LUCK är en ledande institution i utvecklingen av forskningsfältet.

Sommarskolan kommer att ge fördjupande orientering i det expanderande fältet kunskapshistoria och är öppen för doktorander och nydisputerade från hela Norden. Kursen erbjuder en unik möjlighet att möta erfarna forskare inom fältet, liksom doktorander/yngre forskare med närliggande intressen. Mer specifikt kommer sommarskolan att erbjuda:

*Feedback på deltagarnas pågående eller planerade forskningsprojekt
*Föreläsningar om pågående forskning av verksamma historiker
*Workshops och seminarier kring ny kunskapshistorisk litteratur och digital historia
*Seminarium kring forskningens process och vetenskaplig praktik

Arbetsspråket kommer att vara skandinaviska (svenska/danska/norska) och vi välkomnar sökande med historiska intressen från alla humanistiska och samhällsvetenskapliga ämnen. Ansökningar kan skrivas på något av de skandinaviska språken eller engelska och ska innehålla:

1) kort CV (max en sida)
2) abstract över avhandlingsprojektet/det planerade forskningsprojektet, inklusive en kort reflektion över varför ditt arbete kan befrämjas av en anknytning till det kunskapshistoriska fältet (max en sida).
Inför kursen kommer deltagarna att få en litteraturlista för förberedande inläsning, samt ombedjas skicka in ett något utförligare underlag rörande det egna arbetet.

Sommarskolan motsvarar 5 ECTS-poäng. Intyg ges för genomförd kurs. Deltagande i sommarskolan är kostnadsfritt; luncher och en gemensam middag ingår. Boende samt resa till Lund och övriga omkostnader står deltagarna själva för. Genom universitetet kan vi hjälpa till att boka logi till ett fördelaktigt pris.

Ansökningar skickas till sommarskolans koordinator: bjorn.lundberg@hist.lu.se, senast den 31 mars 2022. Besked om antagning och mer information till de antagna skickas ut i april.

Länk till inbjudan som PDF: https://newhistoryofknowledgecom.files.wordpress.com/2022/02/kunskapshistorisk-sommarskola-2022-inbjudan.pdf

6.CfP: UNDER THE RADAR – CHILDREN AND CHILDHOODS MISSING FROM NORDIC CHILDHOOD STUDIES
In 2023, Barn: Forskning om Barn og Barndom i Norden will celebrate its 40th anniversary. Looking back, we are proud to see the wide variety of research that has been published in our journal, covering a range of disciplines, geographic locations, topics, and childhoods. Throughout the years, institutionalized childhoods have been in the limelight. More specifically, educational institutions, and children in school settings, in after-school programs, and in kindergartens have gained attention in the research. Regarding leisure and family time, many Nordic scholars have paid attention to the playing child, some have focused on the reading child, and we have also come to know much about the child as a peer and the child as a family member. In later years, some have focused on the child in child welfare services, the migrating child, and, in few instances, the adopted child. When it comes to children’s rights, there has been an extensive focus on both the participating child and on the child who cannot, or may not, participate.

However, while we have put some children and childhoods under the microscope, other children and childhoods may have remained hidden in Childhood Studies. In our 40th year anniversary issue, we wish to draw attention to those childhoods that have remained under the radar. In this special issue, we seek to take notice of the overlooked and explore the future of childhood studies in Nordic contexts by embracing the ignored.

Through turning our attention towards what has been unsaid, understudied, or undertheorized in the field of Nordic childhood studies, we aim not only to expand the field but also to sketch the contours of what the future of our field might look like. We invite contributions that engage with research that historically has not been featured in ‘mainstream’ Nordic Childhood Studies, exploring the margins of our field.

We live in a dynamic, complicated, and ever-changing world. Children’s everyday lives look very different depending on a range of factors, and large-scale societal changes and movements influence children’s lives all over the world. Children in different cultural contexts have very different life experiences, as do children living geographically close to each other. Research needs to reflect such variation, also in the Nordic context.

Who then, are the ‘missing’ children or childhoods in Nordic childhood studies? Which childhoods and topics are underrepresented in our field?

We encourage submissions on the following topics: Gender, trans, and queer childhoods; Race and ethnicity in childhood; Indigenous and minority childhoods; Adopted children and children in foster care and alternative family compositions; Emotions and affects in childhood; The unborn child and the infant; The sick child and hospitalized childhoods; The dying child; Children as next-of-kin; Historical childhoods; Children in residential institutions (religious, educational, child protection, detention, etc.); Nationalism, extremism, and radicalism in childhood; Children as offenders and childhoods ‘at risk’; Children and climate and environment

This list is not exhaustive. Other issues that have been under the radar in Childhood Studies are also welcome. We also welcome critical theoretical and methodological discussions concerning which children and childhoods are unseen or underrepresented in contemporary Nordic Childhood Studies, as well as possible biases in the field.

We invite both early career and experienced scholars to submit an abstract. We also encourage co-authorship and welcome contributions from scholars new to childhood studies in order to expand our thematical horizons. Articles are welcome in English and Scandinavian languages (Norwegian, Swedish, and Danish).

Timetable:

1st March 2022: Deadline for submission of abstracts, 150-200 words
1st April 2022: Invitation sent to potential paper contributors
1st September 2022: Deadline for submission of article manuscripts (max 7 000 words, incl. references and notes). Manuscripts are peer-reviewed. Additional guidelines for authors: https://www.ntnu.no/ojs/index.php/BARN/about/submissions
August 2023: Publication of Special issue

For more information about the journal Barn: https://www.ntnu.no/ojs/index.php/BARN/about

For enquiries regarding the special issue, please contact the guest editors:

Kaisa Vehkalahti (kaisa.r.vehkalahti@jyu.fi), University of Jyväskylä
Ida Marie Lyså (ida.marie.lysa@ntnu.no), NTNU
Essi Jouhki (essi.k.jouhki@jyu.fi), University of Jyväskylä

5. PUBLIKATIONER
Backman Prytz, Sara, Westberg, Johannes, ”’Arm the Schoolmistress!’ Loneliness, Male Violence, and the Work and Living Conditions of Early Twentieth-Century Female Teachers in Sweden”, History of Education Quarterly (2022) vol. 62, no. 1: 18–37. https://doi.org/10.1017/heq.2021.55

Larsson, Esbjörn, “Civilising the Military: Changes in the Military Concept of the Ideal Soldier in the Swedish Armed Forces Between 1967 and 2019”, Militärhistorisk tidskrift (2021)

Lundberg, Björn, Localized Internationalism : Camping Across Borders in the Early Swedish Boy Scout Movement, The Journal of the History of Childhood and Youth, Volume 15, Number 1, Winter 2022

Schrumpf, Ellen, Parenting, Child Culture, and Emotional Relations in Postwar Norway, The Journal of the History of Childhood and Youth, Volume 15, Number 1, Winter 2022

Strandin Pers. Annika, Maja Lagerqvist & Annika Björklund (2022): Walk a mile in someone else’s shoes: The difficult school route and how it was managed during the emergence of the Swedish folkskolan, 1840–1930, Norsk Geografisk Tidsskrift – Norwegian Journal of Geography, https://doi.org/10.1080/00291951.2022.2032322

Puranen-Impola, Karoliina (2022). Kurinalaistamisen ja kategorisoinnin keino. Rangaistuskäytänteet seitsemässä suomalaisessa oppikoulussa 1905–1925 [A means of discipline and categorization. Penal practices in seven Finnish educational schools 1905–1925]. Diss. University of Jyväskylä. 235 pp. https://jyx.jyu.fi/handle/123456789/79338

Westberg, Johannes (2022): Were there national school systems in the nineteenth century? The construction of a regionalised primary school system in Sweden, History of Education, https://doi.org/10.1080/0046760X.2021.1985627

Wiell, Katarina, ”Den nordiska badfrågan och det svenska folkbadet 1880-1950”, Hälsofrämjande renlighet som ideal och praktik, ca 1870–1930 Johanna Annola, Annelie Drakman, Marie Ulväng (eds.) Open access: https://www.kriterium.se/site/books/e/10.21525/kriterium.33/


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