1. SUBMISSION OPEN: 9TH NORDIC EDUCATIONAL HISTORY CONFERENCE
2. LÄRARSTIFTELSEN: SATSNING PÅ UTBILDNINGSHISTORIA
3. WEB-RESOURCE: WALL-CHARTS, HISTORY AND EUROPEAN IDENTITY
4. WORKSHOP: EDUCATION, TECHNOLOGY AND INEQUALITIES IN THE 20TH CENTURY
5. ISCHE 46: LILLE, JULY 8-11, 2025
6. PUBLIKATIONER
1. SUBMISSION OPEN: 9TH NORDIC EDUCATIONAL HISTORY CONFERENCE
Submissions and registration
The 9th Nordic Educational History Conference welcomes presentations in two formats: panels and individual papers. For scheduling reasons, a maximum of two presentations per person will be allowed. We accept submission in all Scandinavian languages as well as English.
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 (including bibliography) describing the topic and scope of the panel and abstracts of no more than 300 words for each individual paper, 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 (including bibliography). Our Organizing Board will be reviewing the abstract and decide to reject or accept your proposal.
Submission of abstracts
Last date for submission of abstracts: November 1, 2024
For more info, see https://www.su.se/department-of-education/research/conferences-and-seminars/9th-nordic-educational-history-conference-14-16-may-2025-1.735647
2. LÄRARSTIFTELSEN: SATSNING PÅ UTBILDNINGSHISTORIA
Dagens skola och utbildningspolitik påverkas av vår historia. Men vad kan historien berätta för oss i olika frågor? Vad hände då som påverkar oss nu? Kan historien vara en del av nutiden? Utbildningshistoriska forskare hjälper till att reda ut alla dina frågor, både i olika inlägg och i vår frågelåda. Här kan du också läsa mer om våra historiska projekt och insatser:
HISTORIKER BERÄTTAR. Johanna Ringarp, Sara Backman Prytz och Esbjörn Larsson är forskare vid Uppsala- och Stockholms universitet och gör nedslag i skolhistorien. Vad hände då och hur ser det ut idag?
HISTORIELÅDAN. Ställ en fråga om utbildnings- och skolhistoria så svarar våra jourhavande forskare. Eller läs vad andra har undrat över och fått svar på.
PROJEKT & INSATSER. En sammanfattning av våra insatser för utbildningshistorien, från nu till då med flera projekt och historiska insatser.
För mer info, se https://lararstiftelsen.se/utbildningshistoria/
3. WEB-RESOURCE: WALL-CHARTS, HISTORY AND EUROPEAN IDENTITY
This website presents the historical wall charts from the collections of the Denmark’s Paedagogiske Bibliothek (National Library of Education, Denmark) the Forschungsstelle: Schulwandbild, department of the University of Würzburg (Germany) and the Nationaal Onderwijsmuseum in Dordrecht (National Museum of Education, the Netherlands).
The website provides information on all the presented wall charts, such as the story and location of the depicted scenes. Furthermore, information on the time the wall charts were printed and used at school is given, in addition to information on the illustrator e
This website remains slighlty outdated, but shortly, the DIPF/BBF in Berlin will manage this website in cooperation with Denmark and the Netherlands. The website will be updated and it is planned to publish news and short articles regularly.
For more info, see http://historywallcharts.eu/
4. WORKSHOP: EDUCATION, TECHNOLOGY AND INEQUALITIES IN THE 20TH CENTURY
May 8.-9. 2025, Thurgau University of Teacher Education (PHTG), Switzerland
Organizers: Philipp Eigenmann, Carmen Flury & Michael Geiss
In 2008, the economists Claudia Goldin and Lawrence F. Katz published “The race between education and technology”. Drawing on an impressive set of quantitative data and secondary literature, Goldin and Katz offer a sharp analysis of the relationship between education, technology, economic development and inequality in the US in the 20th century. Although the book was reviewed in some of the leading history of education journals (Cisneros 2009; Guryan 2009; Carpentier 2011), it has mainly been taken up in economics, economic history and historical human capital studies (Didenko 2020; Bleakley & Hong 2021; Frankema & Waijenburg 2023). In his 2010 essay, “Someone Must Fail: The Zero-Sum Game of Public Schooling”, however, education historian David Labaree provided an informed and detailed critique of the book’s main argument. The study has also been an important anchor for historical research on 19th century education funding (Westberg 2013; Schalk 2015).
In the last decade, the historical entanglements between education, technology and inequalities have been also researched elsewhere. Several historical studies have been published that examine the relationship between technological development and education (Day Good 2020; Hof 2021; Flury & Geiss 2023). Inequalities and discrimination in the use of educational media and technologies have been addressed in recent historical research on the US (Cain 2021; Watters 2021).
This seems to be a welcome opportunity to shed new light on the relationship between education, technology and inequality in the 20th century. In a planned workshop, we aim to bring together historians from different backgrounds working on the consequences of technological change for education (and vice versa). The contributions may address different dimensions of inequality (race, class, gender, disability) and focus on where education reinforces existing inequalities by adapting to technological change, and where it is able to mitigate them.
First, the introduction and use of new technologies in compulsory education reflects issues of inequality, presenting both a risk of exacerbating existing patterns of discrimination and an opportunity to problematize and address them. This can be seen, for example, in how curricular efforts to strengthen science school curricula or educational computing have prioritized access to knowledge and technology for certain social groups over others. In the second half of the 20th century, for example, discrimination in science education was explicitly addressed in the education of girls. However, clear gender and class biases seem to be evident in the computer literacy campaigns of the 1970s and 1980s. At the same time, computers seemed to offer people with disabilities opportunities to participate more in educational and social life (Petrick 2015).
Second, technology has a direct impact on skill formation regimes. Entire professions are being created by new technological developments – others are left behind by automation. Technological innovations raise skill demands. Thus, they create the need for new training programs or further training and challenge the established division of occupational profiles. Skill formation regimes often reflect existing class and gender inequalities. Particularly in occupations that are strongly characterized by social gender norms, the technological skills required may also be interwoven with gender stereotypes.
Technologies are, third, also challenging academic education. New degree programs or even scientific disciplines are being created and the hierarchies between Humanities and Sciences are changing. As in computer science, new opportunities are opening up for previously disadvantaged groups, but at the same time existing inequalities are also being reinforced. In addition, technological change is accelerating academic drift and putting pressure on vocational training.
Finally, the link between technology and social inequality also plays a role in extracurricular education. This ranges from clubs for young hobby electronics enthusiasts and computer summer camps, to programmes to support talented and high-achieving students in computer science, to empowerment activities for marginalized groups.
We invite historians from all over Europe to the workshop who study one of these or related topics. In their presentations, they should work out how education and new technologies relate to existing and new inequalities. The workshop will be held at the Thurgau University of Teacher Education (PHTG) on Lake Constance, which is easy to reach from Zurich airport and the main train stations in Zurich and Constance. Travel and accommodation costs will be covered.
To apply, please send an abstract of no more than 500 words to michael.geiss@phzh.ch by Oct 1st 2024. Feedback on the acceptance or rejection of the proposal will be provided by Nov 15 2024. For the workshop, participants are expected to submit an extended abstract or a draft paper, which will be read by all participants in advance.
5. ISCHE 46: LILLE, JULY 8-11, 2025
The ISCHE 46 wishes to look at the history of teachers and teaching, from the earliest times to the beginning of the 21st century, in all its diversity, from primary school teachers taking care of young children to teachers in higher education, from full professors with a diploma to part-time teachers and professionals who occasionally took on the role of trainer, from preceptors to teaching congregations, to families taking on the task of educating children and the various practices of self-teaching. As key players in the history of education, teachers are defined by UNESCO as all those responsible for educating pupils, all those who teach others. However, teaching has never been the exclusive preserve of professionals and/or people who devote themselves exclusively to this task.
Important dates:
December 15, 2024—> Proposals Submission Deadline
July 8-11, 2025 —> ISCHE Conference 46, Lille / France
More info: https://irhis.univ-lille.fr/recherche/programmes-en-cours/ische-46-lille
6. PUBLIKATIONER
Andreasen, Karen Egedal ; Rasmussen, Palle. / Uddannelse og oplysning i de danske flygtningelejre efter Anden Verdenskrig. 1 ed. Aalborg Universitet : Aalborg University Open Publishing, 2024. 166 p. https://vbn.aau.dk/en/publications/uddannelse-og-oplysning-i-de-danske-flygtningelejre-efter-anden-v
Backman Prytz, Sara, Landahl, Joakim, Westberg, Johannes (2024). Lärarliv i historien. Stockholm: Natur & Kultur. 144 pp. https://nok.se/lararlivihistorien
Blom MB, Lindqvist J, Söderlund P, Östlund K, editors. Bland böcker: En vänbok till Lars Burman [Internet]. Uppsala: Acta Universitatis Upsaliensis; 2024. 286 p. (Acta Bibliothecae R. Universitatis Upsaliensis). https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-526329
Burman, Anders., Landahl, Joakim. & Larsson, Anna. red. (2024). Pedagogikens politik: Utbildningsforskning och utbildningspolitik under efterkrigstiden. Huddinge: Södertörns högskola. https://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-54456
Holmén, Janne. (2024). Revenues, ultimate sovereigns and resource allocation at Finnish, Swedish, UK and US universities. Higher Education Governance & Policy, 5(1), 52-71. doi:10.55993/hegp.1425682
Kvam, Vegard. Opplæringsfrihet: Pedagogiske alternativ til den offentlige fellesskolen. Universitetsforlaget, 2024. https://www.universitetsforlaget.no/opplaeringsfrihet-1
Larsson, Esbjörn & Westberg, Johannes (red.), Utbildningshistoria: en introduktion, Fjärde upplagan, Studentlitteratur, Lund, 2024. 622 s.
Norlin, Björn, Mati Keynes, and Anna-Lill Drugge. 2024. ”Truth Commissions and Teacher Education in Australia and the Northern Nordics” Genealogy 8, no. 2: 68. https://doi.org/10.3390/genealogy8020068
Rasmussen, Annette, Karen E. Andreasen (2023), Home economics as a school subject in Denmark: From disciplining girls in the kitchen to providing general knowledge about public health. In Burns, K., & Proctor, H. (Eds.). (2023). The Curriculum of the Body and the School as Clinic: Histories of Public Health and Schooling (1st ed.). Routledge. https://doi.org/10.4324/9781003288671
Zhou, Ying, and Johannes Westberg. 2024. “A Fragmentation of Dewey: Dewey in the Political and Educational Reforms of China, 1910s–1920s.” Comparative Education, 1–17. https://doi.org/10.1080/03050068.2024.2366759
Det utbildningshistoriska nätverket 