1. TVÅ DOKTORANDANSTÄLLNINGAR I HISTORIA INOM FORSKNINGSPROJEKTET ”DEN URBANA VÄLFÄRDEN 1840–1920”, SU
2. 2nd NATIONAL CONFERENCE ON THE HISTORY OF EDUCATION IN NORWAY, JANUARY 28–30, 2026
3. PROLONGED CfP Deadline: OPaL JOINT WORKSHOPS 2025: LANGUAGE, POLICY, AND TECHNOLOGYLANGUAGE, POLICY, AND TECHNOLOGY
4. LUCK’S SEMINAR SERIES, AUTUMN 2025
5. CfP: RHETORICAL CITIZENSHIP AND DEMOCRATIC EDUCATION IN THE BALTIC SEA REGION
6. PUBLIKATIONER
1. TVÅ DOKTORANDANSTÄLLNINGAR I HISTORIA INOM FORSKNINGSPROJEKTET ”DEN URBANA VÄLFÄRDEN 1840–1920”, SU
Historiska institutionen på Stockholms universitet utlyser upp till två doktorandanställningar i historia inom forskningsprojektet ”Den urbana välfärden 1840–1920: välfärdsstadens genombrott”, https://su.varbi.com/what:job/jobID:852242/where:4/
Projektet finansieras av Olle Engkvist stiftelse och består av två doktorandprojekt med en given tematik. Den slutliga utformningen av doktorandprojekten kommer att formuleras självständigt av den som antas, utifrån intressen och förutsättningar. Tidigare arbete inom tematiken är inte ett krav. Läs mer om forskningsprojektet: https://www.su.se/forskning/forskningsprojekt/den-urbana-välfärden-1840-1920-välfärdsstadens-genombrott
Tema A: Det första doktorandprojektet bör behandla interaktionen mellan filantropiska organisationer och lokala politiker. Frivilliga och icke-vinstdrivande aktörer spelade länge en central roll inom välfärdsområden som till exempel fattigvård, bildning, barnomsorg, rekreation och bostadsbyggande.
Tema B: Det andra doktorandprojektet bör behandla uppkomsten och utvecklingen av en allmännyttig bostadspolitik från 1890-talet. Det kommunala bostadsbyggandet drev fram nya strategier för bland annat planering och utveckling av stadens offentliga rum i Norden.
Gemensamt för de båda doktorandprojekten är att de bör ha ett komparativt perspektiv och jämföra olika städer i Sverige eller Norden. De förväntas också anknyta till det övergripande temat inom Den urbana välfärden 1840–1920.
Sista ansökningsdag är den 31 oktober 2025.
2. SECOND NATIONAL CONFERENCE ON THE HISTORY OF EDUCATION IN NORWAY, JANUARY 28–30, 2026
We are pleased to welcome you to the 2nd National Conference on the History of Education in Norway. This time, the academic community around KINDknow, the Kindergarten Knowledge Centre for Systemic Research on Diversity and Sustainable Futures (BARNkunne) at the Western Norway University of Applied Sciences – will host the conference, which will take place at the Kronstad campus in Bergen, January 28–30, 2026.
Conference Theme:’s Possibilities: Historiographical Approaches Concerning Future Generations
Danning’s Possibilities: Historiographical Approaches Concerning Future Generations
Throughout the entire educational pathway, as well as cultural and leisure life, danning or cultural formation or cultivation (akin but not necessarily similar to Bildung) features as a core goal. Kindergartens, schools, universities and museums, among many other institutions, are tasked with creating environments in which children, youth, and adults are encouraged to engage with the world in inquisitive and exploratory ways, becoming responsible participants in inclusive communities and sustainable societies.
A shifting political world order creates uncertainty – but also new opportunities to revitalise the concept of danning. How can we think about danning through time (and vice versa)? Can historical perspectives on what danning means help us to address today’s challenges in meaningful and fruitful ways – and provide us with new starting points for shaping a better future?
Historical perspectives on danning may challenge conventional understandings of intergenerational relationships, as well as modern conceptions of linear temporality. How has history come to regard the child as vulnerable, competent, creative, social, disobedient, or dangerous? How has childhood come to be conceived – as something with intrinsic value, as a collective project, or as preparation for adulthood? How have these understandings been expressed and contested through art, culture, philosophy, politics, and ideas about what kindergartens, schools, and education viewed in a broad perspective, implicating also adults and adulthoods, should be?
How have such expressions fostered deeper understandings of what it means to be a child – and of children’s ideas, competencies, limitations, rights, responsibilities, and contributions to society? How does this sit alongside understandings of adulthood(s)?
These are among the questions we wish to explore at the 2nd National Conference on the History of Education in Norway. We especially welcome contributions that address historical perspectives on early childhood education and that probe how the history of education can shed new light on contemporary and future challenges.
We define the history of education broadly and invite researchers from a range of disciplines engaged with educational topics. These may include pedagogical, professional, organisational, economic, and political questions related to all levels of education – formal, nonformal and informal.
October 31, 2025: Deadline for regular conference abstracts. Abstract length: 250 words
Registration Deadline: January 19, 2026
More info, see https://www.hvl.no/en/research/conference/nasjonal-konferanse-for-utdanningshistorie/
3. PROLONGED CfP Deadline: OPaL JOINT WORKSHOPS 2025: LANGUAGE, POLICY, AND TECHNOLOGYLANGUAGE, POLICY, AND TECHNOLOGY.
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.
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.
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
4. LUCK’S SEMINAR SERIES, AUTUMN 2025
The Lund Centre for the History of Knowledge (abbreviated as LUCK) is a forum for activities related to the history of knowledge at the Department of History, Lund University
8 October, 09.15–10.15 (LUX Nedre Aulan)
An Early Information Society: Paris under the Ancien Régime*
Robert Darnton (Harvard)
9 October, 13.00–14.00 (LUX Nedre Aulan)
Backlash: On Recycling and Reaction in the History of Knowledge*
Susanne Schmidt (Basel)
10 October, 13.00–14.00 (LUX Nedre Aulan)
Plenary Discussion: The History of Knowledge and Its Publishing Landscape*
Isak Hammar (Lund), Sven Dupré (Utrecht), Charlotte Lerg (Munich), Natacha Klein Käfer (Lund)
18 November, 13.15–15.00 (LUX:A332 + Zoom)
Plagiarism Hunting in Early Modern Europe: Knowledge Circulation and Its Limits
Christa Lundberg (Lund/SCAS)
(jointly organised with Book History)
25 November, 13.15–15.00 (LUX:A332 + Zoom)
Book presentation: Serving Aristocracy: Negotiation, Learning, and Mobility in An Early Modern Knowledge Community
Anna Nilsson Hammar and Svante Norrhem (Lund)
For more info, see https://newhistoryofknowledge.com/2025/09/16/autumn-seminar-series-luck/
5. CfP: RHETORICAL CITIZENSHIP AND DEMOCRATIC EDUCATION IN THE BALTIC SEA REGION
6–8 May 2026, Södertörn University, Stockholm
Democracy across the Baltic Sea region is under increasing strain. Political polarization, disinformation, and declining civic trust threaten the conditions for public deliberation, while young people across these societies report uncertainty about how to participate meaningfully in democratic processes. At the same time, teachers lack concrete strategies for fulfilling the democratic mission assigned to schools. These challenges call for renewed attention to rhetorical education – an underexplored but powerful tradition that equips individuals to navigate disagreement, articulate positions, and engage others in constructive dialogue.
This conference addresses the civic potential of rhetorical instruction in secondary education. It explores how rhetorical and deliberative competencies are cultivated in classrooms and how they might be further developed to strengthen democratic resilience. Particular attention is paid to the role of language instruction, including the mother-tongue subject, in fostering argument literacy and deliberative agency.
The event brings together researchers, teachers, and policy actors from across the Baltic Sea region to examine how rhetorical education supports schools’ democratic mission. It is not a conventional rhetoric conference, but an interdisciplinary forum for those interested in rhetorical citizenship as an educational and civic practice. Combining scholarly and practice-based perspectives, the conference highlights how rhetorical competencies are mobilised in policy, curriculum, and classroom interaction. The Baltic Sea region offers a particularly relevant setting for this dialogue, as countries differ significantly in how rhetorical and civic education are framed and enacted: differences that call for comparative analysis and mutual learning.
The conference builds on networks established through the ReNEW workshop “Teaching Democratic Participation in the Nordics and Beyond” (2022) and the ongoing DEMORHET and READy projects. It also complements the theme of NKRF10 (2026), Rhetoric and Democracy Revisited, by offering a more focused exploration of rhetorical education in schools.
We invite proposals from researchers in rhetoric, education, curriculum studies, and related fields, as well as from educators and practitioners.
Teachers are particularly encouraged to share examples of successful pedagogical practices, classroom-based challenges, or strategies for fostering rhetorical agency and civic engagement.
Contributions may take the form of presentations, workshops, or dialogue-based formats. All submissions will be considered with attention to relevance and potential for mutual learning between research and practice.
Selected contributions will be considered for a special issue of Rhetorica Scandinavica and for a dedicated panel at NKRF10.
The conference programme will include both joint and dedicated sessions for teachers and researchers, with opportunities for exchange across roles and national contexts.
Abstracts (max 300 words, plus 4-5 keywords) may be submitted in English or a Nordic language.
Deadline for abstracts: 10 November 2025
6. PUBLIKATIONER
Berg, Anne. (2025). Mobility Disability, Education and the Welfare State Policy-Making and the Integration of Children with Mobility Disabilities into the Public School System in Post-War Sweden. History of Education, 1–23. https://doi.org/10.1080/0046760X.2025.2553163
Gonon, Philipp, Anja Heikkinen, Franz Kaiser (eds.), Special Issue: Academisation and Academic Drift of Vocational Education and Training. Nordic Journal of Vocational Education and Training, Vol. 15 No. 1 (2025). https://doi.org/10.3384/njvet.2242-458X.24v15i1
Hake, Barry J., Ahonen, Kirsi, Stifter, Christian. Reformers, Activists, Intellectuals, and the Circulation of Knowledge, Studies in Social, Cultural, and Popular Educational Movements in Europe, 1815–1973, (Berlin, Germany: Peter Lang Verlag, 2025). https://www.peterlang.com/document/1522910
Hammar, Isak., Östh Gustafsson, Hampus. The Elusive ‘Docent Grade’: Evaluative Cultures in and Beyond the Swedish Humanities (1876–1969). Minerva (2025). https://doi.org/10.1007/s11024-025-09598-8
Jonsson, Gunilla (2025). Wisby Trivial-Schola: Utbildningshistoria-bokhistoria-lokalhistoria. ÅSU 226. https://undervisningshistoria.se/ny-arsbok-fran-trycket-wisby-trivial-schola/
Kallträsk, Evelina. (2025). Att skola entreprenörer: Ung Företagsamhet och den svenska skolans omvandling 1980–2011. [Doktorsavhandling (monografi), Historia]. Lunds universitet. https://portal.research.lu.se/en/publications/att-skola-entrepren%C3%B6rer-ung-f%C3%B6retagsamhet-och-den-svenska-skolans
Siljebo, Josef., Pettersson, Fanny., & Norlin, Björn. (2025). A genesis of remote teaching in Swedish rural compulsory schooling. Australian and International Journal of Rural Education, 35(2), 19–32. https://doi.org/10.47381/aijre.v35i2.792
Skott, Klara. (2025). Barndomsperspektiv på barnpensionat: Vuxnas berättade erfarenheter (PhD dissertation, Linköping University Electronic Press). https://doi.org/10.3384/9789181182163
Widén, Pia (2025). Developers and Advocators – Strategic Alumni Engagement at Cambridge, Uppsala, Harvard, Helsinki, and Penn State Universities, 1840–2018 (PhD thesis, Helsingfors universitet). http://hdl.handle.net/10138/599570
Åhlman, Christoffer. (2025). Accepting Linguistic Heterogeneity – Teaching Finnish-Speaking Parish Members in Eighteenth-Century Sweden. History of Education, 1–21. https://doi.org/10.1080/0046760X.2025.2551546
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