Utskick 220928


Vi vill gärna sprida budskapet om två kunskapshistoriska aktiviteter: 1) programmet för det kunskapshistoriska seminariet under höstterminen 2022 och 2) en aktuell utlysning inom ramen för vårt kunskapshistoriska gästforskarprogram.

**Kunskapshistoriska seminariet HT2022**
Seminarieschemat för hösten bifogas och återfinns även här: https://newhistoryofknowledge.com/2022/09/05/history-of-knowledge-seminar-series-luck/

Det kommer i höst att vara en kombination av fysiska, digitala och hybrida seminarier. Eftersom det i några fall rör sig om samarrangemang med andra seminarieserier är det två olika Zoomlänkar som är aktuella:
12/9 och 13/12: https://lu-se.zoom.us/j/2108272169
10/11 och 29/11: https://lu-se.zoom.us/j/64669497699/

**Kunskapshistoriskt gästforskarprogram**
Efter en olycklig paus under pandemin är det nu glädjande att återigen kunna ha en utlysning inom vårt kunskapshistoriska gästforskarprogram. Det riktas sig i första hand till yngre internationella forskare – så sprid gärna informationen i era nätverk och kanaler.

Läs mer här: https://newhistoryofknowledge.com/2022/09/05/visiting-fellowship-programme-in-the-history-of-knowledge-2023/

Editors: Borut Mikulec and Monika Govekar Okoliš

Abstract deadline (preliminary title and short summary): 30th November 2022
Full-paper deadline: 15th April 2023. The issue will be published in October 2023.

The term “andragogy” (Andragogik) was first used in 1833 by the German teacher Alexander Kapp and was revitalised in the 1920s by the German researcher Eugen Rosenstock-Huessy. In 1957, the German teacher Franz Pöggeler published the book Einführung in die Andragogik, and the term was adopted in Germany, Austria, the Netherlands and what was then Yugoslavia (see Loeng, 2017, 2018; Reischmann, 2005; St. Clair & Käpplinger, 2021). In Slovenia and other European countries, the term “andragogy” is not connected to a specific (Knowles) model of adult education, but with the development of academic and expert institutions and publications and study/educational programmes in the field of adult education (Reischmann, 2005; Savičević, 1999). However, this definition and understanding of “andragogy” did not stay the same all across Europe. As Fejes and Nicoll (2013) write, in the first decade of the 21st century, this concept of andragogy is only in use in Serbia, Bosnia and Herzegovina, Croatia, Poland, Slovenia, the Czech Republic, Slovakia, Hungary, the Baltic states and to a certain extent in Germany. It is predominantly terms such as adult education, continuing education or adult learning that are in use in Europe today (Fejes & Nicoll, 2013), which means that the understanding of andragogy as an independent scientific discipline or as a sub-discipline of educational sciences (or pedagogy) did not establish itself. The three terms instead centre on an understanding of adult education as a filed of research, which is part of social sciences and humanities.

As the concept of andragogy is not univocal, is understood in different ways in countries across Europe, and continues to be used in certain geographical spaces but not in others (see Beszédes, 2022; Loeng, 2018; Savičević, 1999), the next thematic issue of Studies in Adult Education and Learning wishes to address the development of andragogy through time in various places across Europe and examine the following topics:

• Historical, theoretical and/or comparative perspectives in conceptualising andragogy in Europe.
• The influence of university studies in andragogy/adult education on the “academic professionalisation”, that is, the professionalisation of the profession of adult educators/andragogues and their professional development.
• The development of study programmes in andragogy/adult education at universities in various (Eastern and Central) European countries.
• The influence of andragogy as a scientific discipline on the development of the professional identity of professors, students, and graduates in the field of adult education.
• The working fields and competences of andragogy/adult education graduates in European countries.
• The influence adult education as a field of practice has had on shaping andragogy as a scientific discipline in European countries from the 1950s onwards.
• Andragogy in contemporary European society, its goals and future challenges.

Guidelines for Authors

Please submit an expression of interest and a 150–300 word working abstract by 30th November 2022 to: borut.mikulec@ff.uni-lj.si.

Final paper submission (no more than 8,000 words including references) is expected by 15th April 2023 and should be submitted through the Open Journal System: https://revije.ff.uni-lj.si/AndragoskaSpoznanja/login.

Please use the APA (American Psychological Association) 7 reference system.

For more information: https://journals.uni-lj.si/AndragoskaSpoznanja/announcement/view/116

Researchers at all career levels are invited to send abstracts (c.200-300 words) for a first-stage expression of interest for the journal Osiris, an annual thematic journal that highlights research on significant themes in the history of science. We are looking to present a proposal for a thematic issue on the intersections between science and childhood across different historical periods and geographical locations. Throughout history, children have been employed as both subjects of intervention and objects of scientific knowledge and experimentation. They form an important part of the history of science – and yet they are often obscured from it. At the same time, science, technology, and medicine have been central to the constitution of the modern concepts of ‘childhood’ and ‘youth’, which have been different across time and space. This issue seeks to bring together the fields of the history of science and the history of childhood to understand how they intersect, and the historical role that science and childhood have played in issues like the dissemination of knowledge, the development of science, the establishment of states and their institutions, colonial power and resistance, and the creation of the modern selfhood.
Potential themes could include, but are not restricted to, the following list:
· Childhood and technology/toys
· Children as technology/sites of experimentation
· Children, childhood, and medicine/psychology/health/disease
· Childhood, science, and empire/colonial modernity
· Children and environment/climate change
· Scientific and visual representations of childhood
· Science, globalization, and childhoods
· Childhood, science, gender, and race
· Science, childhood, and agency

There is no restriction on historical period or location. Early career researchers are especially welcome to apply. Abstracts, along with a short author bio, should be sent to Andrea Graus (andrea.graus@imf.csic.es) and Violeta Ruiz (violeta.ruizcuenca@gmail.com). The deadline for submission is the 10th of October 2022. Participants will be notified of the decision in the following days.

The EOI will be sent to the Osiris committee by the 15th of October. Successful EOIs will be invited to send a full proposal by the 15th of December, and the successful issue will be announced at the end of February 2023.

Bergenmar, Jenny & Karlsson, Maria, Lagerlöfs läsare: allmänhetens brev till Selma Lagerlöf, Makadam förlag, Göteborg, 2022

Broberg, Åsa et al (2022), Kunskapstraditioner och yrkeskunnande. Kvinnors yrkesutbildning i historisk belysning. Makadam förlag. https://gup.ub.gu.se/publication/318290

Johansson, Jan-Erik. (2022). Didactic and Curriculum in ECEC from a Froebelian standpoint. Global Education Review, 9 (2), 67-82. https://ger.mercy.edu/index.php/ger/article/view/615

Luoto, Lauri (2022) The social nature of New Education: an affiliation network analysis of the movement’s evolution, 1875–1935, Paedagogica Historica, DOI: 10.1080/00309230.2022.2095874

Majoros, Erika (2022). Linking recent and older IEA studies on mathematics and science. Diss. Göteborg : Göteborgs universitet, 2022. https://gupea.ub.gu.se/handle/2077/71965

Moilanen, Mikko & Hilde Leikny Sommerseth (2021) ‘I will learn from it for as long as I live’ – religious reading and functional literacy skills, Scandinavian Economic History Review, 69:2, 124-139, DOI: 10.1080/03585522.2020.1786449

Nilsson-Lindström, Margareta and Dennis Beach. ”Schooling and the Professionalization of Teaching in Sweden: A Socio-Historical Perspective on the Logics of Segmentation.” In The Status of the Teaching Profession: Interactions between Historical and New Forms of Segmentation, Edited By Xavier Dumay, Katharine Burn Routledge, 2021.

Samuelsson, Johan, Åsa Melin, Christina Olin-Scheller & Niklas Gericke (2022) Between Democratic Ideals and Local Conditions: Elementary School Teachers’ Narratives of Progressive Teaching in Sweden in the 1940s, Paedagogica Historica, DOI: 10.1080/00309230.2022.2114374

Ydesen, Christian; Dorn, Sherman. ”The No Child Left Behind Act in the Global Architecture of Educational Accountability” History of Education Quarterly; Vol. 62, Iss. 3, (Aug 2022): 268-290. DOI:10.1017/heq.2022.11


%d bloggare gillar detta: