1. ECER 2023, GLASGOW, 21- 22 AUGUST 2023
2. 55. ÅRBOG FRA SELSKABET FOR SKOLE- OG UDDANNELSESHISTORIE (2021, OPEN ACCESS)
3. CFP: ISCHE 44: HISTORIES OF EDUCATION AND REFORM: TRADITIONS, TENSIONS AND TRANSITIONS, ISCHE 44, BUDAPEST, HUNGARY, 18-21 JULY 2023
4. VET&CULTURE WORKSHOP 27.-29.9.2023 IN OSLO
5. SUMMER DAYS OF HISTORY AND PHILOSOPHY OF EDUCATION 15.-16.6.2023 IN HELSINKI
6. PUBLIKATIONER

1. ECER 2023, GLASGOW, 21- 22 AUGUST 2023
ECER 2023 will be held on the Gilmorehill Campus of the University of Glasgow in Glasgow, Scotland, from (21 to 22 August)(Emerging Researchers’ Conference/ERC, and) 22 to 25 August 2023 (ECER proper).

The theme of ECER 2023 is “The Value of Diversity in Education and Educational Research”, and both the general Call for Proposals and Network Special Calls – including NW 17 Histories of Education – can be found here: https://eera-ecer.de/ecer-2023-glasgow/ecer-2023-call-for-proposals-network-calls/.

NW17 runs a mailing list anyone can join, by sending a blank message to: nw17-subscribe@lists.eera-ecer.de.

2. 55. ÅRBOG FRA SELSKABET FOR SKOLE- OG UDDANNELSESHISTORIE (2021, OPEN ACCESS)
Eugenik som distinktionspraksis i den danske velfærdsstat, Af Bjørn Hamre

“Mens de vilde Stammer bliver staaende paa omtrent samme Udviklings- trin, saa venter vi dog, at vore Børn skal fortsætte deres Udvikling” – progressivismens centrale pædagogiske begreber og racismens funktionsmåde, Af Trine Øland

Migranters erindringer om håndtering af racisme i og uden for skolen i 1980’erne
– Fra ‘Grønjakkernes bytte’ til skoledrillerier, Af Jin Hui Li

Religionsundervisning som skolens alfa og omega– prinse- og prinsesseskoler gennem ca. 100 år, Af Ingrid Markussen

Frederik IV’s rytterskoler – en beretning om bygningernes anvendelse gennem 300 år og en kommentar til skolernes og indskrifttavlernes tilstand i dag, Af Allan Tønnesen

Artiklarna fritt tillgängliga via: https://uddannelseshistorie.dk/nyeste-nummer/?fbclid=IwAR3odhsbHHFDJ-yNeGtwzThMZ1ipj0Dw7W_pP06ux4hbjUUsMVgkB1SCbIY

3. CFP: ISCHE 44: HISTORIES OF EDUCATION AND REFORM: TRADITIONS, TENSIONS AND TRANSITIONS, ISCHE 44, BUDAPEST, HUNGARY, 18-21 JULY 2023
The conference theme Histories of Education and Reform fosters reflection on the interconnections between philosophy, humanities, education and social sciences, and politics and policy studies, in order to shed light on the complex nature of education and educational reforms. The conference also aims to encourage a critical investigation of the values and ethical foundations of education and how they have underpinned various attempts to make distinctions between “good” and “new” education, to describe the ideal structure and content of education, and to identify conflicts amongst interest groups and intentions. Different faith organisations, public versus private institutions, and local and transnational agencies have viewed education as an experimental and legitimising field for their activities. So both in theory and in practice, education is characterised by the power of established traditions, by prevailing tensions and by the diversity of actors and the transitions for which they have advocated.

The organisers welcome proposals on the following thematic strands:
1. History of education and the study of reforms: research trends and results; historical dichotomies between reform theories and pedagogical practices; realisation and utopia.
2. Actors and/in reforms: the State, social and grassroots movements, teachers’ and students’ movements, international organisations, churches, technologies, media.
3. Politics, policies and reform: religious reforms and education; reform movements; reforms in the education system; social and educational reforms; development, sustainability and environmental awareness.
4. Circulation of reforms: globalisation and change and reforms; transnational and national approaches and visions between East and West, South and North, centre and periphery; adaptation and reception, networks, innovation and its diffusion.
5. Power, reform and counter-reform: reforms, communities and individuals; acceleration, stability, decline and failure of reforms; shifts in governance and structure; directions and meanings of reforms; strategies and tactics.

Deadline: January 31, 2023.
More info: http://www.reformpedagogiaiegyesulet.hu/ische-44/

4.VET&CULTURE WORKSHOP IN OSLO FROM 27 TO 29 SEPTEMBER 2023: “VET IN THE ACADEMIC DRIFT”. A 30-YEAR ANNIVERSARY OF CRITICAL DISCOURSE IN THE FIELD OF VET.
For 30 years the international network of educational scholars, VET & Culture, has organized annual events discussing key themes in the field of vocational education and training (VET). The workshops have gathered both standing participants of the network and invited scholars of the organizing institution or others who search for an intellectual arena for discussion and reflection in their field of interest. The invitation goes to old and new participants in the international network and to scholars of the organizing institution, Oslo Metropolitan University, Department of Vocational Teacher Education. Doctoral students and junior researchers are kindly invited to participate.

A central interest of knowledge has been to understand the conditions for the acknowledgement of practical knowledge and work as foundation for societal recognition and integration of young people, as well as people in vocational adult education. Or the other way round, to advance a critique of the historical and actual processes that construct and reproduce the hegemonic ideas of general education and academic skills as more valuable and of “higher” status.

The 2023 workshop invites the participants to a discussion of the general standing of these basic questions in the light of a long lasting and still ongoing academization of work and labor in general and in occupations related to the field of VET in particular. A further question, following of these tendencies, is what they do to the learning and socialization of the students attending VET. How do the various aspects of academization influence the learning environment of the individual student through their education and training? Are the most significant characteristics of learning in VET at stake? And how will they influence the coping of substantial demanding topics as digitalization and the inclusion of a green dimension in VET?

How has VET been influenced by academization so far (in the last 30 years)? Maybe more than that, how are the conditions for the struggle of an anti-hegemonial development of VET? Participation is free for everyone. Call for abstracts and more information will follow on website https://vetandculturenetwork.wordpress.com/2022/11/20/vetculture-workshop-in-oslo-2023-save-the-date/

5. CONFERENCE OF HISTORY AND PHILOSOPHY OF EDUCATION IN HELSINKI 15-16.6.2023
The 2023 theme for the Summer Days of History and Philosophy of Education is Democracy and Education in Transition. Democracy as a form of governance and value system has globally encountered serious internal and external challenges, especially during the past decade.1 The growing popularity of right-wing populism, diminished interest in elections and party politics, the systematic spread of disinformation and the new global advance of authoritarianism and militarism shake the foundations of contemporary democratic political systems. At the same time, existential threats, such as the climate catastrophe, biodiversity loss, and threats over nuclear war, require swift political action and fundamental social and cultural change.

Democracy literally means rule by the people (in Greek: demos, ‘people’ and kratos, ‘rule’). In Finland, democracy has traditionally been translated as “the power of the people” (in Finnish: kansanvalta). In the conference, we ask how “the people”, “power” and “education” relate to each other historically, philosophically and conceptually. What opportunities have education and education offered, or offer today, to promote and develop democratic values?

The proposals can approach the theme historically or philosophically, for example from the following perspectives:
-Democracy and democratic education in educational and educational institutions
-Democracy, education and minorities
-The importance of political disagreements for democracy and democratic education
-Democracy, education and right-wing populism
-Democracy, human rights and education
-The relationship between democracy and Bildung
-The pedagogy and didactics of democratic education

Send your proposal of a maximum of 500 words by 28.2.2023, to kahifi2023@helsinki.fi. You can send the proposal in Finnish, Swedish or English. To the workshop Democratic education in transition proposals only in English. There is no fee to the conference, but the conference dinner and other catering will be self-financed by the attendees. The conference is organised by Suomen kasvatuksen ja koulutuksen historian seura with the Research Network for the History and Philosophy of Education.

The website for the conference is active at: https://www.helsinki.fi/en/conferences/kahifi2023

Questions can be directed to: kahifi2023@helsinki.fi.

5. PUBLIKATIONER
Hammar, I. and Östh Gustafsson, H. (2022), ”Unity lost: Negotiating the ancient roots of Pedagogy in Sweden, 1865–1971”, History of Education Review, Vol. 51 No. 2, pp. 137-153. https://doi.org/10.1108/HER-04-2021-0007

Holmén, Janne & Johanna Ringarp (2022) Public, private, or in between? Institutional isomorphism and the legal entities in Swedish and Finnish higher education, Nordic Journal of Studies in Educational Policy, DOI: 10.1080/20020317.2022.2155348

Larsson Heidenblad, David & Charlotte Nilsson, Ungdomslivets finansialisering: Skapandet av en aktiekultur för och av unga i Sverige, 1985–1994, Historisk tidskrift 2022:4.

Sass, Katharina (2022) Struggling for girls’ education: coalition strategies of Norwegian and German women’s rights activists in comparative-historical perspective, Paedagogica Historica, DOI: 10.1080/00309230.2022.2116290

Sköld, Johanna & Ingrid Söderlind, ”Vi måste rädda barnen”: Svenska hjälpkommittéer för krigsdrabbade barn i andra länder under 1930- och 1940-talen, Historisk tidskrift 2022:4.

Van Gorp, Angelo, Eulàlia Collelldemont, Inês Félix, Ian Grosvenor, Björn Norlin, and Núria Padrós Tuneu. “‘What Does This Have to Do with Everything Else?’ An Ecological Reading of the Impact of the 1918–19 Influenza Pandemic on Education.” Paedagogica Historica 58, no. 5 (October 2022): 728–47. doi:10.1080/00309230.2022.2053555.

Westberg, Johannes (2022): Bright Nordic Lights: a revitalised interdisciplinary history of education in the massified higher education of the Nordics, History of Education, DOI:
10.1080/0046760X.2022.2127003 To link to this article: https://doi.org/10.1080/0046760X.2022.2127003