1. SKOLHISTORISKT ARKIV NR 39
2. KEYNOTES: THE 9TH NORDIC EDUCATION HISTORY CONFERENCE (STOCKHOLM)
3.CfP: AUSTRIA’S 250 YEAR COMPULSORY SCHOOL EDICT (ALLGEMEINE SCHULORDNUNG)
4. PUBLIKATIONER
1. SKOLHISTORISKT ARKIV NR 39
Skolhistoriskt Arkiv nr 39 med temat lärarnas ork genom tiderna. Kontakta martin.gripenberg@kolumbus.fi om du vill ha ett fysiskt exemplar. Innehållet i publikationen är:
Erik Geber: Lärarnas ork genom tiderna
Inger Damlin: Lärare tryggar framtiden
Martin Gripenberg: Skolavbrott under pandemin skadade elevernas skolgång
Kristina Ström: Den inkluderande skolan – vision eller verklighet?
Pertti Hakala: Skarpans skola och dess elever
Henry Rask: Äldsta skolan i Esbo 150 år
Agneta Torsell: En modern skola i Lagstad
Karl-Gustav Jossfolk: Folkskolläraren
Erik Geber och Martin Gripenberg: Skolhistorisk översikt
2. KEYNOTES: THE 9TH NORDIC EDUCATION HISTORY CONFERENCE (STOCKHOLM)
The keynotes for the 9th Nordic education history conference (Stockholm, May 14–16 2025) has been announced:
Marcelo Caruso is working on the history of school social technologies, particularly on the history of age-classes in modern schools in the 19th century. Other projects include the emergence of the conceptual field of the ”pedagogic/pedagogy” since the 18th century, socialist globalization and educational cooperation in the context of decolonization, and on a book project on early liberal global schooling.
https://www.erziehungswissenschaften.hu-berlin.de/de/historische/team/professorinnen/marcelo-caruso-lehrstuhlinhaber
Stephanie Olsen (Ph.D, FRHistS) is an historian of childhood, youth, education, experiences and the emotions, with a particular focus on the British world in the nineteenth and twentieth centuries. She is the author of Juvenile Nation: Youth, Emotions and the Making of the Modern British Citizen (Bloomsbury, 2014), co-author of Learning How to Feel: Children’s Literature and the History of Emotional Socialization, c. 1870-1970 (Oxford University Press, 2014), and editor of Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives (Palgrave, 2015). https://www.tuni.fi/en/stephanie-olsen
Note: 9th Nordic Educational History Conference invites papers that deal with these two fundamental features of social and educational processes, broadly construed. Contributions can discuss issues related to either power, resistance or both, including how they are interrelated. In terms of empirical contexts, education can be broadly understood as an activity that takes place in institutions of various forms, pre-schools, schools, universities, but also in a range of other formal and informal contexts where some kind of transmission of knowledge and values is intended to take place. Theoretically, there are a rich variety of traditions that have discussed how patterns of domination emerge, are maintained and spread to new contexts, as well as the many ways in which they can be challenged or resisted. Contributions to the conference may include, but are not limited to, discussions of:
Panels
Accepted panels are allotted 90-minutes-sessions and typically feature 3-5 panelists with time left for discussion. A panel proposal requires an abstract of no more than 500 words (excluding bibliography) describing the topic and scope of the panel and abstracts of no more than 300 words for each individual paper (excluding bibliography), names and affiliation of the authors, name of discussant (optional). Note that only one author should submit each panel proposal. Our Organizing Board will be reviewing the abstract and decide to reject or accept your proposal.
Individual papers
Individual papers will be allocated 20 minutes for presentation + 10 minutes for questions and discussions. An individual paper submission must contain an abstract of no more than 500 words (excluding bibliography). Our Organizing Board will be reviewing the abstract and decide to reject or accept your proposal.
Deadline for submission: November 1, 2024.
Notice of acceptance: December 15, 2024.
Questions? Contact Joakim Landahl and Johanna Ringarp, Stockholm University.
3.CfP: AUSTRIA’S 250 YEAR COMPULSORY SCHOOL EDICT (ALLGEMEINE SCHULORDNUNG)
December 5-6, 2024; Location: Austrian Federal Ministry of Education, Science and Research, Vienna
Two hundred and fifty years ago, on December 6, 1774, processes of institutionalizing education were initiated in the Austrian territories of the Habsburg Monarchy through the Compulsory School Edict, which propelled public schooling to become the central pedagogical institution for ”children of both sexes” from the age of six. The transfer and generalization of the previously Jesuit-dominated education system into a public and state responsibility prompted Maria Theresa to famously declare in 1770: ”Education, however, always remains a politicum.” Debates surrounding the relationship between education and religion, as well as social perceptions of crises following the Seven Years’ War (1756–1763), and whether and how to respond to them pedagogically, were prevalent. Looking beyond Austrian territories, particularly towards Prussian developments under Frederick II, revealed Habsburg challenges concerning the financing of reforms and the establishment of universal compulsory education (contrary to stricter school attendance laws), as well as the lack of teaching staff, educational materials, school organization and inspection systems, and especially the insufficient, comprehensive availability of schools in rural areas.
In the governmental reforms of the late 18th century, the institution of schooling was a central concern. Protestant educational concepts and ideas were not foreign to Catholic Austria, although they needed to be appropriately ”adapted.” In times when meeting expectations, particularly those discussed in Enlightenment movements within the Habsburg Monarchy and raised in public and media debates, to contribute to ”general happiness” and a ”well-ordered society,” as well as ”patriotism” and thus the creation of ”national citizens,” individuals like Johann Ignaz von Felbiger (1724-1788), who would celebrate his 300th birthday in 2024, were significant catalysts in terms of educational and pedagogical theory and practice. Felbiger was appointed from Silesia to Vienna to draft what is now considered a milestone in Austrian school history. International ideological and conceptual influences were incorporated, placing the General School Edict for German Normal, Main, and Trivial Schools from December 6th, 1774, until today in a lively and fruitful international discourse of the time, which was later also influenced by the school order itself.
Particularly welcome – but not exclusively – are historical, international-comparative, systematic, and contemporary contributions to the following thematic complexes:
• To Johann Ignaz von Felbiger (1724-1788), whose educational and pedagogical considerations need to be discussed in light of the debates of his time as well as the present.
• The concept of the teaching profession envisioned by the General School Edict, the teaching methodology against the backdrop of lacking teachers, international models, and its own exemplary function, as well as associated critical voices.
• School organization through the General School Edict in terms of duration, structure, curricula, and the dimensions of gender, origin, religion, etc., of the learners, as well as their specifics, such as homeschooling or the founding of private schools, which have remained effective up to e.g. the COVID-19 pandemic.
• Side scenes and small private schools [Winkelschulen] that unfolded a new dynamic through the general provisions.
• The requirements in school architecture and their (pedagogical) effects. • Financing issues of the General School Edict.
• Urban-rural disparities in school matters or the relationship between daily life and school across social strata, for example, in determining vacation times and the associated ”leisure” of teachers and students: how was this time used, and what pedagogical interventions were encountered?
• Hopes and expectations of society regarding public schooling, up to disappointments and criticisms in the discourse and media of the time.
• International entanglements, influences, or ”adaptations” that were close to the original but should not be presented as such, e.g. as the concept of the normal school, which found international dissemination. Or the relationship to other regulations and developments in Habsburgian Crown Lands.
• The history of knowledge and ideas, as well as the embedding of the General School Edict and its proponents in the Enlightenment (of Habsburgian imprint).
• Towards a social history in the context of 1774.
• Regarding the current accusation that ”Austria’s schools are stuck in the era of Maria Theresa”: does school lack adaptability, or is it resilient to reforms, which would fuel alternative concepts or attribute more legitimacy to them?
• Historiography(-ies) of the history of schooling in Austria in general and the General School Edict of 1774 in particular. What stories have been written, how have they been written, and which would be desirable for certain reasons?
Additionally, aspects related to the General School Edict not mentioned here are welcome. Early Career Researchers and scholars of various disciplines are particularly invited to submit proposals.
Contributions of up to 500 words (excluding literature and source references) are requested to be submitted via https://conference3.aau.at/e/Schulordnung by 09.06.2024. A short biography of approximately 150 words should be included. Selected contributions will be published in a conference proceeding volume.
4. PUBLIKATIONER
Axelsson, Thom & Qvarsebo, Jonas (2024 ahed of print) “Telling a Scientific Story and Governing the Population: The Kallikak Story and the Historical Mutations of the Eugenic Discourse” History of Psychology. DOI: 10.1037/hop0000256
Mays, Christin (2024, 15 April). Olov Fryckstedt and the Co-Funding of American Studies in Sweden. Rockefeller fellows. Consulté le 25 avril 2024, à l’adresse https://doi.org/10.58079/w851
Millei, Piattoeva et al (eds), (An)Archive: Childhood, Memory, and Cold War. Cambridge, UK: Open Book Publishers, 2024, https://doi.org/10.11647/OBP.0383
Siippainen, A., & Pitkänen, H. (2024). On the surface and below: a genealogical look at the waves of evaluation in early childhood education and care. Journal of Education Policy, 1–24. https://doi.org/10.1080/02680939.2024.2344099
Sjöberg, Josefine, ”Barnaläraren och snickaren som förfalskade – Skrivandets mellanhänder på 1820-talet”. https://blogit.utu.fi/suomenhistoria/barnalararen-och-snickaren-som-forfalskade-skrivandets-mellanhander-pa-1820-talet/
Tröhler, Daniel, and Sophie Winkler. “Imagined Communities, Social Stratifications, and Educational Responses. Conditions of the Possibility to Talk about Differentiation.” Journal of curriculum studies (2024): 1–15.
Det utbildningshistoriska nätverket 