Utskick 260310

1. CfP: ESSHC 2027, LYON
2.TOMAS ENGLUND (1946-2026)
3. NEW ISSUE NJEdH INCL. THEMATIC SECTION “EDUCATING REFUGES”
4. CfP: EDUCATION AND ELITES. RELATIONS AND CONFIGURATIONS IN HISTORICAL TRANSITION
5. PUBLIKATIONER

1. CfP: ESSHC 2027, LYON
Call for Paper and session proposals for the ESSHC 2027, 21-24 April, Lyon, France.

More information on the conference and the links to the submission forms can be found on the ESSHC website: https://esshc.iisg.amsterdam

For this edition we are working with Oxford Abstracts for the registration and abstract handling. Important to know: e-mails regarding your submission will be sent by no-reply@oxfordabstracts.com

You can as before submit a paper proposal or a session proposal or both.

For more information about the Education and Childhood network, see https://esshc.iisg.amsterdam/en/education-and-childhood-network

The deadline for submitting your paper of panel proposal is April 15, 2026.

2. TOMAS ENGLUND (1946-2026)
Tomas Englund, professor emeritus vid Örebro universitet, har gått bort vid en ålder av 79 år. Vid sidan av sina bidrag till pedagogikämnet, bland annat som grundare av tidskriften Utbildning & Demokrati, gjorde han också viktiga insatser för den utbildningshistoriska/pedagogikhistoriska forskningen, inte minst under 1980-talet. Hans arbete med läroplanskoder, inspirerat av Ulf P Lundgren, har vunnit stor spridning hos generationer av utbildningshistoriker.

Texter i urval:
Englund, Tomas. 1980. Medborgerlig läroplanskod för folkskola, fortsättningsskola och grundskola 1918/19-? Stockholm: Högskolan för lärarutbildning.

Englund, Tomas. 1986. Curriculum as a Political Problem: Changing Educational Conceptions, with Special Reference to Citizenship Education. Lund: Studentlitteratur.

Englund, Tomas. 1988. ”Om nödvändigheten av läroplanshistoria.” In Utbildningshistoria 1988, edited by Gunnar Richardson, 74-86. Uppsala: Föreningen för svensk undervisningshistoria.

Englund, Tomas. 1990. ”Pedagogisk historieforskning och utbildningshistoria – en introduktion.” I Politik och socialisation: nyare strömningar i pedagogikhistorisk forskning, edited by Tomas Englund, 1-11. Uppsala: Uppsala universitet.

Englund, Tomas, ed. 2012. Föreställningar om den goda läraren. Göteborg: Daidalos.

3. NEW ISSUE NJEdH INCL. THEMATIC SECTION “EDUCATING REFUGES”
Our new issue of Nordic Journal of Educational History (no. 1, vol. 13), is now available online. For the full issue, see https://journals.ub.umu.se/index.php/njedh/issue/view/93

Thematic Section
Educating Newcomers for the Modern Welfare State: Danish Frontline Organisations as Educational Sites and Drivers of Knowledge from the Late 1960s to the Late 1990s, Mette Buchardt, Karen N. Breidahl

Educating Refugees to the Welfare State: Educational Social Integration and Language Education in the Danish Refugee Council from the late 1960s to the 1980s, Sophy Bergenheim

Frontline Organisations as Sites for Political Learning: Managing Asylum Waiting Time in the Formative Years (1983–1988) of the Danish Asylum System, Karen N. Breidahl, Siv Holm Hjortlund

Educating Immigrants – Educating about Immigrants: Suburban Social Housing as a Knowledge Hub for Danish Welfare-State Integration Politics 1970s–1980s, Mette Buchardt

Articles
From the Margins to the Centre: The Emergence of Holocaust Education in Scandinavia (1990–2023), Fredrik Stenhjem Hagen et al

Skolans svenskämne i 1900-talets språk- och litteraturvetenskapliga forskning
Per Holmberg, Bengt-Göran Martinsson

Additional articles and book reviews will be added during this calendar year.

4. CfP: EDUCATION AND ELITES. RELATIONS AND CONFIGURATIONS IN HISTORICAL TRANSITION
The Jahrbuch für Historische Bildungsforschung (JHB) is published by the Section for Historical Educational Research within the German Educational Research Association (DGfE), in cooperation with the BBF | Research Library for the History of Education at the DIPF | Leibniz Institute for Research and Information in Education.
Each volume of the JHB consists of a thematic section as well as non-thematic articles and an edited historical source with commentary/interpretation.

This is a
1. Call for Abstracts for the thematic focus (A: Education and Elites. Relations and Configurations in Historical Transition):
Submissions selected by the editorial board will undergo a double-blind peer review.
Deadline for abstract submission: 30.04.2026
Upon acceptance: Deadline for full paper submission: 30.09.2026

2. Call for Articles for the non-thematic section (B):
Articles will undergo a double-blind peer review. Source commentaries/interpretations will undergo an editor review.
Deadline for submission: 30.09.2026

Emerging researchers are especially encouraged to submit contributions.

The JHB is published simultaneously in print and in open access (https://jb-historische-bildungsforschung.de).

Concerning the thematic section, possible perspectives and linking points include:
*Change and persistence of elites:
*Elite education – elite formation:
*Elites, education, democracy (and critique):
*Elite discourses and semantics:
*Elite formation and gender:
*Elite cultures, representations, and practices in educational contexts:
*From the ,Republic of Scholars‘ to the transnational elite:

Submit your abstract (max. 300 words) by 30 April 2026 via email to the editors:
•Esther Berner (bernere@hsu-hh.de)
•Julia Kurig (j.kurig@dipf.de)
Selected articles (max. 60,000 characters including spaces and footnotes, in German or English) must be submitted by 30 September 2026 and will undergo a peer-review process.

For the complete CfP: https://www.dgfe.de/fileadmin/OrdnerRedakteure/Sektionen/Sek01_HBF/CfA_Elite_Education_2027.pdf

5. PUBLIKATIONER
Ahlgren, Anna, and Christian Lundahl. 2026. “Ready or Not – Ready for What? – Reconceptualising School Readiness as a Socio-Political Boundary Object in Educational Reform.” History of Education, February, 1–20. doi:10.1080/0046760X.2026.2628616.

Burman, Anders. (2026). A Fundamentally Contested Phenomenon: The Three Waves in the Swedish Debate on Bildung. History of European Ideas, 1–16. https://doi.org/10.1080/01916599.2026.2617026

Caspersen, Håkon Aamot, and Jon Røyne Kyllingstad, eds. Historicizing IQ Testing: Intelligence Assessments and Their Role in Norwegian Society from the 1900s to the Present. Cambridge, UK: Open Book Publishers, 2026. https://doi.org/10.11647/OBP.0471

Dinu, R. H., & Bengtsson, S. (2026). Circles of Recognition: Deaf Identity, Sign Language, and Social Justice in Turn-of-the-Century Sweden. Scandinavian Journal of History, 51(1), 1–23. https://doi.org/10.1080/03468755.2025.2575217

Eren Aydinlik, B. (2026). Educationalising womanhood: constructions of female subjectivities in educational discourse from the late Ottoman empire to the early republic of Turkey (c. 1859–1933) (PhD dissertation, Umeå University). https://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-248943

Evenshaug, A. J. (2026). Danning: A Historical Study of the Interpretations of a Central Norwegian Educational Concept. History of European Ideas, 1–21. https://doi.org/10.1080/01916599.2026.2617022

Landahl, Joakim (2026). ”Resisting Global Competition: Delegitimizing the Third Parties of the International Gymnastics Festival in Stockholm 1891”, Social Science History, https://doi.org/10.1017/ssh.2026.10123

Lövheim, Daniel. ”Elitfostran i det kalla krigets skugga: Vetenskapliga skoltävlingar i Sverige, 1960–1980”, i Anders Burman och Emma Hagström Molin (red.), Lychnos 2025 (Bulls Graphics, Halmstad, 2024).

Waldekranz, Linnéa. (2026). Barnträdgårdens vardagsliv: institutioner, pedagogisk verksamhet och emotionshistoria i Västerås 1940–1970 (PhD dissertation, Örebro University). https://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-125253

Vikström, Emma. (2026). The Promise of a New Humanity: Bildning and Eugenics in Ellen Key’s Educational Philosophy. History of European Ideas, 1–16. https://doi.org/10.1080/01916599.2026.2617028