Utskick 260202

1. UTLYSNING: DOKTORANDTJÄNST I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING, SH
2. UTLYSNING: DOKTORANDTJÄNST I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING, UMEÅ
3. 2026 DOCTORAL SUMMER SCHOOL IN THE HISTORY OF KNOWLEDGE
4. CfA: HISTORIES IN FLUX: History of Education Summer School 2026
5. PUBLIKATIONER

1. UTLYSNING: DOKTORANDTJÄNST I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING, SH
Historieämnet vid Södertörns högskola utlyser en doktorandtjänst i historia med utbildningsvetenskaplig inriktning inom forskarutbildningsområdet utbildningsvetenskapliga studier. Sista ansökningsdag är den 11 februari 2026.
Länk till annonsen: https://www.sh.se/ledigajobb?rmpage=job&rmjob=9333&rmlang=SE

2. UTLYSNING: DOKTORANDTJÄNST I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING, UMEÅ
Umeå universitet söker en doktorand i Historia med utbildningsvetenskaplig inriktning (kan riktas mot antingen utbildningshistoria eller historiedidaktik) som ska börja i höst. Sista ansökningsdag är 6 mars 2026: https://www.umu.se/jobba-hos-oss/lediga-jobb/doktorand-i-historia-med-utbildningsvetenskaplig-inriktning-_884778/

Umeå University announces a PhD position in “History and education” (can be focused on either history of education or history didactics) for start in the fall. The application deadline is March 6, 2026:
https://www.umu.se/en/work-with-us/open-positions/doctoral-student-in-history-and-education_884778/

3. 2026 DOCTORAL SUMMER SCHOOL IN THE HISTORY OF KNOWLEDGE
Lund Centre for Knowledge History (LUCK) invites applications for the seventh annual Doctoral Summer School in the History of Knowledge, to be held at Lund University, August 17–20, 2026. The Summer School is open to doctoral students and recent PhD graduates with an interest in the history of knowledge, broadly understood.

The history of knowledge is an expanding research field, aiming to provide new perspectives by focusing on the crucial role of knowledge in human history. It involves the study of how knowledge is constructed, circulated, and transformed across time and cultures. The syllabus covers key concepts and methodological approaches as well as a background to the field. Participants will engage in workshops, seminars on new literature, and receive feedback on their research projects.

LUCK is one of the leading institutions in the development of the history of knowledge. Currently, research at LUCK is organized around six focus areas: 1) History of the humanities, 2) everyday knowledge, 3) early modern knowledge societies, 4) postwar knowledge societies, 5) knowledge and education, and 6) digitization, historical scholarship and circulation of knowledge.

The teachers at the Summer School are all active researchers in the field, offering varied approaches to the history of knowledge. The language of instruction is English.

Participation in the Summer School is free of charge. Lunches, coffee breaks and one dinner are provided for all participants during the Summer School. However, attendees are responsible for their own travel and accommodation expenses. Participants from outside the European Union must ensure that they possess valid travel documents.
Participation in the Summer School is worth 5 ECTS credits.

Applications (in English) should be submitted by e-mail to evelina.kalltrask@hist.lu.se no later than March 15, and should include:
• A short CV, maximum two pages, in PDF format.
• A 1-page abstract of the dissertation project/research project, including a brief reflection on how your work relates to the history of knowledge and, if applicable, the LUCK focus areas, also in PDF format.

Timeline:
March 15: Deadline for applications.
Late June: Online introduction to the course.
17–20 August: Summer School in Lund (4 days).

4. CfA: HISTORIES IN FLUX: HISTORY OF EDUCATION SUMMER SCHOOL 2026
The 2026 Histories of Education Summer School invites emerging historians of education to reflect on their methodological choices with regards to the scales and borders in/of their analysis, on the politics of spatial framing, and on the epistemological implications of where and how we draw the lines of our historical inquiries. It encourages participants not only to ask how educational phenomena have traveled, transformed, and gained meaning across a multiplicity of geographical contexts and historical periods, but also to how changing the scale or extending the boundaries of our historical inquiry may reshape our understanding of the educational past.

The on-site program, taking place in the city center of Leuven, will start on Monday September 7 and will end on Friday September 11, 2026. Prior, a couple of online preparatory meetings will take place in the first week of September. An online closing session will take place the week after. More information on the program will be published in the Spring of 2026.

The study load of the Summer course is 5 ECTS. All participants who successfully attend and complete the assignments will receive a Certificate of Attendance.

Deadline for applications is February 28, 2026 (23:59 CEST)

Academic coordinators: Sarah Van Ruyskensvelde & Pieter Verstraete (University of Leuven, Belgium) & Johannes Westberg (University of Groningen, Netherlands). Please direct all questions to hoesummerschool2026@kuleuven.be.

For more information, see https://www.kuleuven.be/english/summer-schools/history-of-education/history-of-education-summer-school-2026

5. PUBLIKATIONER
Ahlgren, Anna. (2026). Age as a normalising technology: temporal governance in the construction of special education needs in Swedish compulsory education. European Journal of Special Needs Education, 1–20. https://doi.org/10.1080/08856257.2026.2615120

Axelsson, Thom. (2026). A History of Violence: Aggression and Relations in Swedish Schools 1947–1974. History of Education, 1–26. https://doi.org/10.1080/0046760X.2025.2589891

Barow, T. (2026). Im Souterrain des Volksheims: Menschen mit geistiger Behinderung in Schweden in der ersten Hälfte des 20. Jahrhunderts. In: Ellger-Rüttgardt, S. L. (ed.). Die „Minderwertigen“: Behinderung in der Zeit des Faschismus. Stuttgart: Kohlhammer. https://shop.kohlhammer.de/die-minderwertigen-39536.html#147=19

Boberg, Johan & Ringarp, Johanna, ”Att tänka rätt och fritt är störst. City-universitet och den högre utbildningens marknadisering”, Smedberg, Carl-Filip, Andersson, Jonas, Müller, Klara, Gustafsson Östh, Hampus (red.), Sverige som kunskapssamhälle. Historiska perspektiv på en förväntad samhällsomvandling, Nordic Academic Press, Lund, 2026, s. 195-216.

Englund, Josefin & Ringarp, Johanna, ”En speciell plats för utbildning. Stipendiaters upplevelser och iakttagelser av specialskolor 1959–1971”, Larsson Germund & Ringarp, Johanna (red.), I bildningens tjänst. Nio forskare om Sällskapet för folkundervisningens befrämjande, Förlaget Näringslivshistoria, Stockholm, 2025, s. 192-215.

Evertsson, Jakob & Eva Insulander (2026), ” De första väggkartorna för folkskolans geografiundervisning”, 62-83, Germund Larsson & Johanna Ringarp (red.), I bildningens tjänst: Nio historiska nedslag i SFUB, Sällskapet för folkundervisningens befrämjande. Förlaget Näringslivshistoria: Järfälla.

Gustafsson, Jenny. (2026). The Northern Cosmopolite: Bildning and Education in Postwar Mondialism, from the 1950s into the 1960s. History of European Ideas, 1–19. https://doi.org/10.1080/01916599.2026.2617029

Hamre, B. F., Ydesen, C., & Holleufer, S. (2026). Die eugenischen Ideen in der dänischen Gesellschaft und im Schulsystem vor, während und nach der deutschen Besetzung. In: Ellger-Rüttgardt, S. L. (ed.). Die „Minderwertigen“: Behinderung in der Zeit des Faschismus. Stuttgart: Kohlhammer. https://shop.kohlhammer.de/die-minderwertigen-39536.html#147=19

Landahl, Joakim. (2026). Negotiating the Temporal Rhythm of Schooling: The Rise of the Five-Day School Week in Sweden. In: Laursen, R., Madsen, M. (eds) Education and the Politics of Time. Springer, Cham. https://doi.org/10.1007/978-3-032-09590-9_2

Larsson, Germund & Ringarp, Johanna (red.), I bildningens tjänst. Nio historiska nedslag i SFUB, Sällskapet för folkundervisningens befrämjande, Förlaget Näringslivshistoria, Stockholm, 2025. https://www.naringslivshistoria.se/cfn-nyheter/nytt-fran-forlaget-i-bildningens-tjanst/

Larsson, Germund & Ringarp, Johanna, Den moderna rektorns framväxt, Rönnström, Niclas & Skott, Pia (red.), Rektorers yrkeskunnande och vetenskapliga lärande, Gleerups, Malmö, 2026, s. 245-262.

Myrebøe, Synne., & Schildermans, H. (2026). History rather than a social science: on the importance of intellectual history for the history of education. Paedagogica Historica, 1–20. https://doi.org/10.1080/00309230.2026.2614006

Ringarp, Johanna & Utku, Sara, Rektor inom Komvux – praktiskt yrkeskunnande och vetenskapligt lärande i en komplex organisation, Rönnström, Niclas & Skott, Pia (red.), Rektorers yrkeskunnande och vetenskapliga lärande, Gleerups, Malmö, 2026, s. 223-240.

Rönnberg, Linda., Lundahl, L., Nyroos, M. (2026). Time for Reconsideration: Shifting Subject Time Allocation Policies in Swedish Compulsory Education. In: Laursen, R., Madsen, M. (eds) Education and the Politics of Time. Springer, Cham. https://doi.org/10.1007/978-3-032-09590-9_3

Smedberg, Carl-Filip, Andersson, Jonas, Müller, Klara & Östh Gustafsson, Hampus (red.) (2026). Sverige som kunskapssamhälle: historiska perspektiv på en förväntad samhällsomvandling. Nordic Academic Press. https://nordicacademicpress.se/product/sverige-som-kunskapssamhalle/

Öhman, Marie, Lina Samuelsson, and Birgitta Jansson. 2025. “Den nyttiga läslusten: conceptions of reading in Swedish reading promotion initiatives, 2012–2023”. Nordisk kulturpolitisk tidskrift 28 (1): 41–58. https://doi.org/10.18261/nkt.28.1.4