Utskick 250821

1. CfP SPECIAL ISSUE: GENDER AND EDUCATION IN THE PUBLIC EYE
2. NEW PRESIDENT OF ISCHE: LISA ROSÉN RASMUSSEN
3. OPaL JOINT WORKSHOPS 2025: LANGUAGE, POLICY, AND TECHNOLOGY
4. CfP: HISTORY OF VOCATIONAL EDUCATION AND TRAINING FOR WOMEN
5. CALL FOR KEYNOTES – 2ND NORWEGIAN CONFERENCE ON THE HISTORY OF EDUCATION
6. EDUTOPIAS: EXPLORATIVE SEMINARS
7. PUBLIKATIONER

1. CfP SPECIAL ISSUE: GENDER AND EDUCATION IN THE PUBLIC EYE: TRANSNATIONAL HISTORIES IN PRINT
Call for Papers: Special issue of the Nordic Journal of Educational History, to be published in 2027. Editors: Badegül Eren-Aydınlık, Charlott Wikström and Emma Vikström, Umeå University.

Since the 1800s, print media has been an important vehicle for disseminating knowledge and promoting civic engagement. Rather than focusing on traditional educational institutions such as girls’ and boys’ schools, teacher training programmes, or women’s entry into higher education, this special issue centres on how gender and education was constructed and negotiated in the public eye in various international contexts.

For this special issue, we invite papers that explore the mid-nineteenth to twentieth centuries as a period of increased participation of educators in public debates, and a growing awareness of political and social norms regarding gender. Submissions should focus on the intersections of gender and education in print media. Drawing on the metaphor of ‘printscapes’ (Noonan, 2020), we are interested in the dimensions of place and movement in print, and how transnational and comparative perspectives can enrich our understanding of educational history. Our intention is to spark dialogue about the theoretical, empirical, and methodological challenges and opportunities that arise when engaging with transnational histories of gender and education in print. The special issue will thus contribute to the intersecting fields of print history, gender history, and the history of education.

Although the Nordic Journal of Educational History focuses primarily on Northern Europe, this special issue welcomes contributions from all geographical contexts. Submissions may address, but are not limited to, the following topics:
• Representations and constructions of gender and education in print media
• Gendered silences, censorship and editorial conventions of educational print
• Transnational printscapes examining the place and movement of gender and education
• Microhistories and print history from below
• Theories and methodologies exploring gender and education in print

Timeframe and submission of abstracts
• 30 September 2025: Submission of abstracts (500 words, including key references) to Charlott Wikström (charlott.wikstrom@umu.se). Please provide the title of the paper, names, affiliations and email addresses of authors and 3–5 keywords. The abstract should indicate how the article will address key themes of the call, theoretical and methodological perspectives, source material and preliminary results and conclusions.

• October 2025: Decision on which abstracts will be invited to submit a full paper.
• 15 May 2026: Submission of full papers for external review (8,000–10,000 words, including footnotes and concluding reference list).

Please e-mail abstracts and questions to: charlott.wikstrom@umu.se For complete CfP, and more info, see https://utbildningshistoria.se/wp-content/uploads/2025/05/250513-cfp-njedh-gender-and-education-in-the-public-eye.pdf

2. NEW PRESIDENT OF ISCHE: LISA ROSÉN RASMUSSEN
A rare honour has been awarded Lisa Rosén Rasmussen (Danish School of Education, Aarhus University), when she at ISCHE in Lille was elected as the new President of ISCHE, 2025-2028. She is only the fourth woman who have taken this position, and the first Nordic academic to do so. Previous presidents include Brian Simon, Marc Depaepe, Rebecca Rogers and Karin Priem.

Making a selection of Lisa’s key publication is difficult, but one option is to focus on some of those with methodological implications. These include:

Rasmussen, L. R. (2021). Disassembling the in-between? Refigurations of the Danish school corridor 1950-2019. Paedagogica Historica, 57(4), 440–460. https://doi.org/10.1080/00309230.2019.1669680

Rasmussen, L. R. (2019). On the vulnerabilities of/in education and educational systems. Nordic Journal of Studies in Educational Policy, 5(3), 137–138. https://doi.org/10.1080/20020317.2019.1708079

Rasmussen, L. R. (2012). Touching materiality: Presenting the past of everyday school life. Memory Studies, 5(2), 114–130. https://doi.org/10.1177/1750698011412147

Bjerg, H., & Rasmussen, L. R. (2008). Enacting subjectivities in educational history: Methodological reflections on the use of qualitative interviews for history writing. Paedagogica Historica, 44(6), 721–731. https://doi.org/10.1080/00309230802486275

More info on Lisa’s wide-ranging contributions, see https://pure.au.dk/portal/en/persons/lisa%40edu.au.dk

3. OPaL JOINT WORKSHOPS 2025: LANGUAGE, POLICY, AND TECHNOLOGY
In an era where artificial intelligence is rapidly transforming how knowledge is produced, communicated, and contested, the Open Parliament Laboratory (OPaL) invites scholars from across disciplines to explore the evolving intersections of language, policy, and technology.

Our 2025 conference – Knowledge, Policy, and Language in the Age of AI – gathers experts in education, political science, linguistics, digital humanities, AI, and computational social science to address pressing questions related to the use of AI and computational text analysis in social science and humanities research. The Open Parliament Laboratory (OPaL) is a research environment focused on AI-assisted research on open parliamentary data. It will organize four joint workshops on the theme “Knowledge, Policy, and Language in the Age of AI”. These interdisciplinary workshops will bring together experts in AI-assisted text analysis, specifically language modelling through the use of Large Language Models (LLMs), policy analysis, education research, and parliamentary studies. This diverse expertise provides participants with an opportunity to discuss their research with colleagues from a broad range of scientific backgrounds.

The OPaL Joint Workshops are organized in connection with the ongoing research project “Decoding the Marketization of Education in Sweden.” This project is devoted to leveraging extensive parliamentary data and novel methods of text analysis to deepen our understanding of the radical shift in Swedish education policy. During the 1980s and 1990s, the Swedish education system transformed from one of the most centralized and uniform education systems to one of the most decentralized and marketized education systems in the world. While this paradigmatic policy shift has received significant scholarly attention, the causes, mechanisms, and processes of the transformation are still not well understood.

Deadline: 15th of September 2025
Notification of acceptance: 30th of September 2025
Conference: 8th to 10th of December 2025
Location: Hotel Zinkensdamm, Stockholm, Sweden

Costs for travel, housing and conference fees will be covered by OPaL for authors of accepted contributions.

We welcome submissions to the following four workshops:
1. Knowing through Code – Language Models in Humanities and Social Sciences
2. Education Policy History in the Nordic Countries
3. The Use of LLMs and Computer-Assisted Text Analysis in Policy and Parliamentary Studies
4. Small Languages and Large Language Models – Overcoming Challenges with Low-Resource Languages

For more information, see https://www.oru.se/english/conferences-and-fairs/opal-joint-workshops-2025-language-policy-and-technology/

Contact: Martin Karlsson martin.karlsson@oru.se

4. CfP: HISTORY OF VOCATIONAL EDUCATION AND TRAINING FOR WOMEN
Editors-in Chief: Assoc. Prof. Åsa Broberg (Stockholm University, Sweden), Prof. Sarojni Choy (Griffith University, Australia) Prof. Gun-Britt Wärvik (Gothenburg University, Sweden) and Prof. Viveca Lindberg (Stockholm University, Sweden) invite abstracts from authors to submit a chapter on the history of Vocational Education and Training in their nations. The chapters will be part of a book on History of Vocational Education and Training for Women: Multinational commentaries to be published by Springer.

The book will comprise three main sections. Section I will contain an introduction to the book including the major turning points, and global policies on women’s education and equity principles. In Section II we aim to publish contributions from countries in four regions: Africa, America, Asia-Pacific and Europe. Each regional segment will open with an introduction and summary of the national chapters. Each national chapter will describe and analyse the emergence of VET for women in relation to societal changes. They will be structured around major turning points for women´s vocational education and occupations as these emerged and changed throughout the history of each nation. In the final section (Section III) the different histories of VET for women will be compared and analysed in relation to the historical turning points to identify patterns that will help us better understand the role of VET for women in societal changes. We will discuss the implications for equality, highlight imperatives for enhancing VET for women and propose propositions and visions for emerging futures. This section will focus on policy, curriculum, pedagogies and delivery options to suit the learning needs of women.

The publication will be peer reviewed. Each chapter will be published online once accepted by Springer. Deadline for Abstract: 5 December 2025 Deadline for Full chapter: March, 2026

If you are not available to contribute, please forward this invitation to your networks. For further information, please contact: African region: Prof. Gun-Britt Wärvik – gun-britt.warvik@ped.gu.se American region: Prof. Viveca Lindberg – viveca.lindberg@su.se Asia-Pacific: Prof. Sarojni Choy – s.choy@griffith.edu.au Europe: Assoc. Prof. Åsa Broberg – asa.broberg@edu.su.se

5. CALL FOR KEYNOTES – 2ND NORWEGIAN CONFERENCE ON THE HISTORY OF EDUCATION
28–30 January 2026 | Western Norway University of Applied Sciences (HVL), Bergen

Would you like to give a keynote at a conference that highlights new perspectives in the history of education?

We now invite proposals (max. 1,000 words) for one of three keynote lectures related to the following themes:
*The historiography of the history of education as a starting point for perspectives on the present and the future
*Historiography in motion – new perspectives, future directions
*An open keynote with a particular focus on early childhood (at least as an analytical lens)

Keynote lectures should be 45 minutes in length and delivered in a Scandinavian language or in English. It is also possible to combine oral delivery in a Scandinavian language with English PowerPoint slides.

*Submission deadline: 31 October 2025
*Proposals should include the topic, theoretical perspectives, and a justification of why the theme is important.

Do you know someone who might be interested? Feel free to share!

Send proposals and questions to Merethe Roos <merethe.roos@usn.no>

6. EDUTOPIAS: EXPLORATIVE SEMINARS
The research project Edutopias. Reforms of everyday school practices. Denmark 1945 – 1975, funded by the Danish independent research fund and hosted by the Department of education at Aarhus University invites you to join us at four digital, international, explorative seminars. We are also open to extra contributions/contributors, please notify us about which dialogue, you would like to be a presenting part in. If interested, please send a note to professor Ning de Coninck-Smith at ning@edu.au.dk – and we will forward a zoom link as well as more information about the content and participants to you.

For more information about the research project, please see https://projekter.au.dk/en/edutopias

Dialogue 1: Bits and pieces. Methodological reflections on using and combining affective sources for the writing of contemporary histories.
Lead: Professor Inés Dussel, CINVESTAV, Mexico
Speaker: Professor Pablo Toor-Blanco, Universidad Alberto Hurtado, Chile
Date Friday the 22nd of August 2025
Time: 4 pm – 6.30 pm (CET)

In this dialogue, we will introduce the topic of using affective methods in the study of the history of education. We will explore the potential of this approach and the specific challenges involved in selecting and interpreting historical sources when examining the role of affects in educational history. Finally, we will explore the role of affects and the various means through which school change occurs. The dialogue will begin with presentations by two distinguished scholars in the field: Prof. Inés Dussel (Mexico) and Prof. Pablo Andres Toro Blanco (Chile). This will be followed by an exploration of empirical examples and recommended theoretical readings from the research project ‘Edutopias. Reforms of Everyday School Practices: Denmark, 1945–1975’ based at Aarhus University, Denmark (EDUTOPIAS).

Dialogue 2: Postwar school reforms in the Nordic welfare states: 1968 and beyond.
Lead: Associate professor Katharina Sass, University of Bergen, Norway
Speaker: Associate professor Anja Guidici, Cardiff University, UK
Date Tuesday the 2nd of December 2025
Time: 9 am – 11.30 am (CET)

Dialogue 3: Progressive education and school experiments in the late 20th century.
Lead: Professor Julie McLeod, The University of Melbourne, Australia

One of the days of April 13-17, 2026
Time 9 am- 11.30 am (CET) [Melbourne 5 pm-7 pm]

Dialogue 4: Utopian imaginaries and articulations and the 1975 reform.
Lead: Professor Joakim Landahl, University of Stockholm, Sweden.

One of the days of August14-18, 2026
Time: 9 am – 11.30 am (CET)

7. PUBLIKATIONER
Bergelin, Eric, Per Lundin, and Niklas Stenlås. 2025. Det dolda universitetet: Militär forskning i kalla krigets Sverige. Nordic Academic Press. OA: https://doi.org/10.21525/kriterium.64

Bergh, Andreas, Mark Murphy, and Mattias Nylund. 2025. “The Rise of Law in Education – Exploring Three Drivers of Juridification in the Context of a Changing Welfare State.” Journal of Education Policy, June, 1–19. doi:10.1080/02680939.2025.2517683.

Boije, Erika, Emma Hellström, Ida Olenius, Christian Morality for the Nordic Nation—A Circulating Knowledge in Times of Crisis, Journal of Church and State, Volume 67, Issue 3, https://doi.org/10.1093/jcs/csaf021

De Coninck-Smith, Ning, Julia Horne, and William Whyte, eds. A Cultural History of Higher Learning. Volumes 1-6. New York: Bloomsbury Academic, 2025. https://www.bloomsbury.com/uk/cultural-history-of-higher-learning-9781350232204/

Edgren, Henrik, Brit Marie Hovland (eds.). Nye stemmer i norsk utdanningshistorie: Fra 1800-tallets nasjonalisme til vår tids usamtidige utdanningsreformer. Cappellen Damm, 2025. OA: https://press.nordicopenaccess.no/cdf/catalog/book/252

Englund, Viktor. (2025). Fångvård genom en fängelsetidning : En fallstudie i fångens fostran för den världsliga tillvaron under tidigt 1900-tal. In Studia Historica Upsaliensia: Vol. 279. Hushåll, stad och rätt : En vänbok till Dag Lindström (pp. 279–297). OA: https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-559606

Eren-Aydınlık, B. (2025). Education as “The True Dowry:” Ideals of Womanhood in Late Ottoman Women’s Magazines (1913–1921). History of Education, 1–23. https://doi.org/10.1080/0046760X.2025.2486097

Holmén, Janne.”The United States and the Soviet Union in Nordic School Textbooks During the Cold War: Reflections on a Comparative Study of Relative Bias.” In Sage Research Methods: Data and Research Literacy. London: Sage Publications Ltd., 2025. https://doi.org/10.4135/9781036214975

Karcher, Nicola , “The Heritage We Are Fighting For: Democracy and Lutheran Christianity.” Civil Resistance, Christian Belief, and the Norwegian School during Nazi Occupation, Journal of Church and State, Volume 67, Issue 3, https://doi.org/10.1093/jcs/csaf024

Lundberg, Björn. (2025). Global Knowledge Rituals: United Nations Day and the Global Fifties. Journal for the History of Knowledge. Advance online publication. https://journalhistoryknowledge.org/article/view/18135/version/18144

Malkenes, Simon. Humankapitalen: Framveksten av et nytt kunnskapsregime i norsk skole i perioden 1988-2008, med vekt på OECDs rolle. Doktoravhandlinger ved NTNU;2025:301, Doctoral thesis, 2025. https://hdl.handle.net/11250/3213580

Martini, C. O. P., & Quitzau, E. A. (2025). Ling’s Gymnastics Method in Brazil: ‘A Work of Slow Infiltration.’ The International Journal of the History of Sport, 1–12. https://doi.org/10.1080/09523367.2025.2525302

Munk Andersen, Jesper, Nanna Claudius Bergø, Ning de Coninck-Smith, Peter Kristiansen, Thomas Lyngby, Sebastian Olden-Jørgensen, Trine Brun Petersen, et al. 2025. Børn Som Ingen Andre : Træk Af Den Kongelige Barndoms Historie. Aarhus Universitetsforlag. https://unipress.dk/udgivelser/b/boern-som-ingen-andre/

Wiborg, Susanne. Who Controls Education?: The Rising Power of Vested Interests in Europe. Cambridge Studies in the Comparative Politics of Education. Cambridge: Cambridge University Press, 2025. https://doi.org/10.1017/9781009581134

Ydesen, Christian (2025). Knowledge and Policy Brokers in the Intersections Between the OECD and Denmark During the Reign of PISA, 2000–2023. In: Normand, R., Moos, L., Carvalho, L.M. (eds) National and Transnational Elite Influences on Education. Educational Governance Research, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-031-91675-5_7