1. REMINDER: REGISTRATION DEADLINE FOR 9TH NORDIC EDUCATION HISTORY CONFERENCE APRIL 1th
2. NEW ISSUE OF NORDIC JOURNAL OF EDUCATIONAL HISTORY
3. CfC: EDITED BOOK CHILDREN, YOUTH, AND THE MAKING OF INTERNATIONAL SOCIETY IN THE TWENTIETH CENTURY
4. CfP: HISTORY OF INTELLECTUAL CULTURE (HIC)
5. PUBLIKATIONER
1. REMINDER: REGISTRATION DEADLINE FOR 9TH NORDIC EDUCATION HISTORY CONFERENCE APRIL 1th
The 9th Nordic Education History Conference will take part at Stockholm University, Sweden, 14–16 May 2025. https://www.su.se/department-of-education/research/conferences-and-seminars/9th-nordic-educational-history-conference-14-16-may-2025-1.735647
Please note the deadline for final registration is April 1th!
For payment and final registration go to: https://su.bmc.nu/Modules/Event/Public/Event.aspx?EventId=310&EventGuid=8d644e67-9426-43ad-9aad-f21e48ba2071
2. NEW ISSUE OF NORDIC JOURNAL OF EDUCATIONAL HISTORY
A new issue of Nordic Journal of Educational History has been published, with two articles, and seven book reviews. Additional articles and book reviews will be added during the year, see https://journals.ub.umu.se/index.php/njedh/issue/view/85
ARTICLES
Common Sense Diagrams: The US Two-Party System in Magruder’s American Government, 1917–2023, Janne Holmén
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“The Ideal Dental Health Service for Children:” The Political Development of the Dental Health Service for Children in Denmark, 1960s–1980s, Christian Larsen
3. CfC: EDITED BOOK CHILDREN, YOUTH, AND THE MAKING OF INTERNATIONAL SOCIETY IN THE TWENTIETH CENTURY
Call for chapters:
In the twenty-first century, the mobilization of young people around issues such as climate change, democracy and peace has drawn global attention. And in recent decades, the United Nations and the global civil society have reinforced their efforts to facilitate the representation of children and youth in order to protect young people’s rights and find effective solutions for a sustainable future. Yet, while the recent years’ recognition of young people in global politics is sometimes described as unique in its form, visibility and scope, in fact, since the early twentieth century, transnational discourses concerning children and youth have served as a driving force behind international cooperation and the building of new international institutions (Holzscheiter et al 2025; Baughan, 2021; Marshall, 1999). Young people have not only worked as figures to legitimate international agendas (Malkki, 2010), but they have also actively contributed to the shaping of international society through their participation in social movements, global friendship initiatives, humanitarian efforts, and international organizations (Albarrán, 2021; Kotek, 2004; Roosevelt and Ferris, 1950).
In preparation for an upcoming edited volume, we invite scholars from different fields—including the history of international relations and international law, the history of childhood and youth, childhood and youth studies, and post/decolonial studies—to examine children and youth both as agents of change and as objects of concern in the formation of international society in the twentieth century. We contend that the involvement of children and youth in global issues warrant careful historical consideration. Rather than portraying past challenges as a mere backdrop for the present, we invite scholars to pay closer attention to the role of childhood and youth in the making of international society. Historical perspectives can provide a more detailed understanding of the processes that have shaped the pathways for young people to engage with global political issues, and the ways in which figurations of the child and youth have worked productively to mobilize political responses, build international institutions, and offer visions for new international orders.
To this end, we approach the history of international relations, not merely through a lens of interstate power rivalry or norm changes within the present liberal international order, but as an exploration of how the complex web of relations among individuals, actors, institutions and world events have shaped global civil society and international cooperation and conflict in the twentieth century. Building on a growing body of scholarship at the intersections of Global politics and history of children and youth, and international relations (Albarrán, 2021; Baughan 2021; Beier, 2020; Beier & Berents, 2023; Fass, 2014; Holzscheiter et al 2025; Jobs & Pomfret, 2016; Laqua & Papadogiannis, 2023. Rosenberg & Honeck, 2014), we encourages a renewed focus on the transnational circulation of discourses surrounding children and youth, as well as an investigation of how young people have historically employed their competencies, developed strategies and mobilized in the building of networks and institution across local, national, and global levels. And as new approaches to the history of international relations have pioneered our understanding of how for example gendered and colonial experiences have shaped international cooperation and subaltern cosmopolitanism beyond the high state-politics (Geeta and Nair 2013; Getachew, 2019; Owens et al, 2022) by centering children and youth we hope this edited volume will make a critical contribution to the history of global affairs in twentieth century. For this purpose, it will be key to seek innovative historical methods and multiple archival sources across diverse time periods, ideological spheres and geographical locations. From inquiries into world events and episodes of change that are more limited in time, to long-term structural transformations and continuities, and from children and youth involvement in the history of international law, organizations and social movements, to focus on how young people have participated in activities such as letter-writing, school competitions and youth festivals to build global consciousness and mobilize in international politics.
We encourage submissions that focus on, but are not limited to, the following topics:
Young people’s efforts to address global issues in civil society, nationally or internationally.
Domestic and international campaigns that address children, youth and international issues like poverty, migration, health, gender, peace, environment, democracy, racism and anti-colonialism.
Children, youth and the development of international networks and NGOs.
The role and representation of children and youth in international organizations.
Children, youth and the history of humanitarian responses.
Global civil society and children’s rights.
Young people and transnational protest movements .
Editors:
Jonathan Josefsson, Linköping University, Björn Lundberg, Lund University, Joel Löw, Linköping University
Please submit your proposal to bjorn.lundberg@hist.lu.se no later than April 30, 2025. Proposals should include an abstract (maximum 2,500 characters) and a short bio (max. 1,000 characters).
4. CfP: HISTORY OF INTELLECTUAL CULTURE (HIC)
History of Intellectual Culture (HIC) International Yearbook of Knowledge and Society is inviting contributions and/or guest editors for Volume 5 (2026).
HIC focuses on the modern period (from the long 19th century onward) and takes on a decidedly transatlantic and/or continental view of Europe and ‘America’ (including Canada, the U.S., and Latin America). Each volume is divided into three sections:
• Section I is open to individual papers that fall within HIC’s general profile.
• Section II presents a theme, bringing together four to five articles and an
introduction on one specific overarching topic.
• Section III aims to engage with the field at large, for example through review
essays, conversations, theoretical, methodological, or conceptual contributions.
At this point we are inviting proposals for all three sections. In general, we seek original research that fruitfully ties empirical research to larger theoretical and methodological debates. In particular, we encourage articles that are structured as well-grounded arguments and aim at contributing to the general scholarly development of the field of the history of knowledge.
• Proposals for section I and III should be c. 500 words, accompanied by a short CV. Please also indicate which section you would like to contribute to.
• Proposals for a thematic guest editorship of section II should include a 500-word overall description as well as at least three confirmed contributors with working titles and 200-word abstracts each (further contributors should be recruited through an open call for papers). Please include short CVs of guest editors and confirmed contributors.
Articles for section I and II should be c. 8,000 words. The format of section III is more flexible and should be between 4,000 and 8,000 words. The thematic section II can include up to five individual contributions and a framing introduction and conclusion by the guest editors (the total word-count for section II is 40,000-50,000 words).
Please submit proposals in one file (word/.doc) by May 5, 2025 to HIC@lmu.de
We particularly welcome new, diverse voices and the work of early career researchers. Guest editors are encouraged to be aware of this policy. Grounded in the discipline of history, we distinctly encourage interdisciplinary approaches with the aim of stimulating productive exchanges, expanding conventional notions, and enriching public discourse.
For more info on the journal, see https://www.degruyter.com/serial/hicu-b/html
5. PUBLIKATIONER
Claesson, Urban. 2025. Föräldrar och barn: Variationer på ett lutherskt tema i 1600-talets nordiska katekesutvecklingar. In: Claesson U. & Koefoed N (eds.), Den nordiska hushållsstaten. Kriterium. https://doi.org/10.22188/kriterium.57.c
Dyrstad, Kristin Husby, and Kristin Fjelde Tjelle. 2025. “From Gender-Segregated to Gender-Inclusive Deacon Education in 1970s Norway: Impacts on Professional Identity.” History of Education, 1–20. https://doi.org/10.1080/0046760X.2025.2466508
Harboe, Turid Løyte (2024). Lærerinnene og Offentligheten. Norges Lærerinneforbund sett i et offentlighistorisk perspektiv. Norsk pedagogisk tidsskrift. 108(4), p. 362–374. doi: 10.18261/npt.108.4.7
Lindgren, Anne-Li, & Backman Prytz, Sara. (2025). Timeline-Thinking Practice for Interdisciplinary Child Studies Research: The Case of School Sex Education. Barn – forskning om barn og barndom i Norden, 42(1–2). https://doi.org/10.23865/barn.v42.6358
Lindqvist Moa. Striden om den högre utbildningen: En socioretorisk studie av remissyttranden inför svenska högskolereformer 1969–2007. PhD dissertation. Uppsala: Acta Universitatis Upsaliensis; 2025. https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-548698
Nilsson Hammar, Anna, and Svante Norrhem. 2025. Serving Aristocracy: Negotiation, Learning, and Mobility in an Early Modern Knowledge Community. Abingdon, Oxon: Routledge. https://doi.org/10.4324/9781003351092
Sparrman, Anna, Victoria Hoyle, Johanna Sjöberg (2024) Children as archive producers, participants, and agents: introduction to the special issue on children and archives Archives and records, Vol. 45, s. 207-218. https://doi.org/10.1080/23257962.2024.2415693
Tyvelä, Hanna. 2025. “Welfare State Architecture on a Domestic Scale – Social Planning of the Public Daycare System in Finland in the 1970s and 1980s.” Planning Perspectives, February, 1–18. doi:10.1080/02665433.2025.2453577.
Wermke, Wieland, Gabriella Höstfält, and Gunnlaugur Magnússon. 2024. Specialpedagogik som politik och praktik: Specialpedagogiska professioner i den svenska skolan sedan 1980. Stockholm: Stockholm University Press. DOI: https://doi.org/10.16993/bcq
Åström Elmersjö, Henrik, Larsson, Anna, Norlin, Björn (red.) (2025). ”Utbildning och religion i historiska perspektiv: Vänbok till Daniel Lindmark”. Artos, Skellefteå. https://artos.se/bok/utbildning-och-religion-i-historiska-perspektiv/
Det utbildningshistoriska nätverket 