1. CfP: CRITICAL TIMES? CONDITIONS, CONSTRAINTS, AND COOPTIONS IN CONTEMPORARY EDUCATIONAL CRITIQUE
2. CfP: EXPLORING THE HISTORY OF DISABLED PUPILS IN THE WELFARE STATE
3. VÄGVAL 2/2023- HÖSTNUMRET
4. PUBLIKATIONER
1. CfP: CRITICAL TIMES? CONDITIONS, CONSTRAINTS, AND COOPTIONS IN CONTEMPORARY EDUCATIONAL CRITIQUE
Guest editors: Antti Saari (Tampere University), Nelli Piattoeva (Tampere University), Radhika Gorur (Deakin University), Katja Brøgger (University of Aarhus)
The term critique and its derivatives have become so commonplace in educational research that their meanings are rarely interrogated. They function as indices for certain genres of research and writing as well as types of journals and monographs. (Molla, 2021; Savage 2021). This alone calls for sensitivity towards the meanings of being critical. This is made all the more pertinent by the rise of the evaluation culture, the proliferation of market mechanisms and economic rationality, and the use and abuse of critique as a purely subjective stance weaponized for many different purposes (think, for instance, of Trump’s climate denialism) (Raffnsøe, Staunæs, and Bank, 2022). Different ways of being critical can be mobilized and co-opted for a wide variety of political and governmental purposes (Boltanski & Chiapello 2005) and the ’trivialization of critique’ (Masschelein 2004) has become an advanced form of exercising power. Overall, such observations lead to an unsettling realization that critique is not solely the lofty privilege of academics, and it can rarely be insulated from or stand outside of the context it is examining. This special issue engages theoretically and empirically with the notion of critique and what it means to be critical. It interrogates the diverse conditions, constraints and cooptions of critique in contemporary education.
Submission instructions
Abstracts can be submitted to Antti Saari (antti.saari@tuni.fi) no later than November 1st, 2023. Abstracts should be no longer than 1000 words plus key references. The proposals should include title of the proposal, authors (including affiliations and email addresses), 3–5 keywords. They should indicate how the article will address the key themes of the call, the theoretical perspectives, data, and methods (if applicable) as well as a clear outline of the argument.
Timeframe
1st November 2023 Submission of abstracts (1000 words)
15th December 2023 Announcement of the decision on papers to be invited to the SI
1st April 2024 Submission of full final papers
If you have any queries regarding this Special Issue, please contact the Special Issue Editors. For more info, see https://poisedresearch.com/2023/09/05/educational-philosophy-and-theory-special-issue-critical-times-conditions-constraints-and-cooptions-in-contemporary-educational-critique/
2. CfP: EXPLORING THE HISTORY OF DISABLED PUPILS IN THE WELFARE STATE
Special issue of the Nordic Journal of Educational History, to be published in 2025.
Idiots, feebleminded, pupils with special educational needs, disabled – the categories of children viewed as different has changed dramatically during the past century. In the welfare state era, from the interwar period and onwards, the management of children with cognitive and physical disabilities underwent radical transformations. In the Nordics, as well as many other western countries, children with physical and cognitive disabilities had no rights to education in the early decades. Children were tested and assessed and placed in special schools or special classes (e.g. van Drenth and Myers 2011; van Drenth 2016; Ydesen 2012; Hamre et al. 2019; Axelsson 2020). From the 1960s and 1970s, the official policies concerning disabled children and youth moved towards integration and inclusion. Equal access to education became the overall goal. Every child, regardless of disability, was going to become a useful and productive citizen (Pijl, Meijer, and Hegarty 1997; Link 2022). How can these changes be understood in light of the transformations of the social democratic welfare state model?
The historiography of special education, the study of learning disabilities and children with special educational needs is an expanding area internationally (e.g. Bakker 2015; Hornby and Kauffman 2021). Our intention is to initiate a scientific dialogue that can strengthen knowledge about special education in the Nordics and especially in relation to the changing welfare state regimes and the influence of neoliberal programs of governance. For this special issue of the Nordic Journal of Educational History, we therefore invite papers that focus on the radical changes or continuities in political policies, in special educational practices, knowledge production and teaching in the period 1920–2020. We also welcome papers that examine the theoretical possibilities of including the analytical category of disability in the history of education.
While Northern Europe is the geographical focus of the Nordic Journal of Educational History, contributions for this special issue may deal with any geographical area and types of welfare state regime. Contributions may address one or more of the following themes:
• transformations in special education in the context of changing welfare state regimes, • changes and continuities in teaching and policy,
• the role of educational and psychological experts and theories,
• histories of assessment and testing,
• new theoretical perspectives in the history of special education.
Deadline for 250-word abstracts: 31 December 2023.
Deadline for 1–2-page outline: April 2024
Manuscripts due September 2024; planned publication: 2025.
This special issue will be edited by Anne Berg, Associate Professor, Department of History, University of Gothenburg, together with Emma Laurin and Johanna Ringarp, Department of Education, Uppsala University. Please e-mail abstracts and questions to: anne.berg@history.gu.se
3. VÄGVAL 2/2023- HÖSTNUMRET
Inledning
JANNE HOLMÉN
Fängelserna och 1800-talets utbildningsrevolution
VIKTOR ENGLUND
Lanthushållsundervisningen i Sverige under 1900-talets första hälft
GUSTAV BERRY
Skolans marknadisering – några reflektioner över de senaste tre decennierna
MIKAEL BÖRJESSON
Avreglering och lärarrekrytering: En genomlysning av tre decenniers lärarbehörighet i svensk grundskola
EMIL BERTILSSON
Familjers användning av förskolemarknaden
IDA LIDEGRAN
Friskolor för elever med särskilda behov i Stockholm – En utveckling i marknadiseringens och inkluderingens spår.
EMMA LAURIN
Numret finns tillgängligt i sin helhet här: https://undervisningshistoria.se/vagval-2-2023/
4. PUBLIKATIONER
Bennesved, Peter & Marie Cronqvist, ”Torsten Husén och framväxten av ett svenskt psykologiskt försvar” i Östling, J et al. (eds.) 2023. Humaniora i välfärdssamhället: Kunskapshistorier om efterkrigstiden. Sweden: Kriterium. DOI: https://doi.org/10.22188/kriterium.49
Burman, Anders, ”Välfärdssamhällets pedagogik: Nedslag i en omstridd disciplins moderna historia”, i Östling, J et al. (eds.) 2023. Humaniora i välfärdssamhället: Kunskapshistorier om efterkrigstiden. Sweden: Kriterium. DOI: https://doi.org/10.22188/kriterium.49
Lundahl Joakim, ”Polemik och pedagogik under strecket: Wilhelm Sjöstrand som skoldebattör och vetenskapskritiker”, i Östling, J et al. (eds.) 2023. Humaniora i välfärdssamhället: Kunskapshistorier om efterkrigstiden. Sweden: Kriterium. DOI: https://doi.org/10.22188/kriterium.49
Nodeland, Tuva Skjelbred (2023). A Battle over Children: Nonformal Education in Norwegian Uniformed Children’s Organisations, 1910-1960. Diss. Uppsala: Uppsala universitet, 2023. https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-508995
Svonni Charlotta. Utbildning för samer : ambitioner och praktiker i nomad- och sameskolan från 1950-tal till 2010-tal [Internet] [PhD dissertation]. [Umeå]: Umeå universitet; 2023. (Umeå studies in history and education). Available from: https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-214105
Trætteberg, H.S., Sivesind, K.H., Paananen, M., Hrafnsdóttir, S. (2023). From the Fringes to the Heart of the Welfare State—Growth in ECEC Coverage. In: Privatization of Early Childhood Education and Care in Nordic Countries. Palgrave Studies in Third Sector Research. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-37353-4_3
Ydesen, C., & Elfert, M. (2023). Global Governance of Education: The Historical and Contemporary Entanglements of UNESCO, the OECD and the World Bank. Springer. Educational Governance Research Vol. 24. https://link.springer.com/book/10.1007/978-3-031-40411-5
Östling, Johan et al. (eds.) 2023. Humaniora i välfärdssamhället: Kunskapshistorier om efterkrigstiden. Sweden: Kriterium. DOI: https://doi.org/10.22188/kriterium.49
Det utbildningshistoriska nätverket 