Utskick 260413

1. CfP: HISTORY OF EDUCATION CONFERENCE (UK) AT MAYNOOTH UNIVERSITY
2. CfA: 5th HISTORY OF EDUCATION SUMMER SCHOOL, LEUVEN/GRONINGEN
3. CfP: HISTORY OF INTELLECTUAL CULTURE (HIC)
4. CfP: GROWING UP IN THE EARLY MODERN WORLD: CHILDREN, INSTITUTIONS AND BELONGING
5. DIGITAL DIALOGUE NO. 3: PROGRESSIVE EDUCATION AND SCHOOL EXPERIMENTS IN THE LATE 20th CENTURY.
6. PROGRAM: SVENSKA HISTORIKERMÖTET
7. THE THIRD HISTORY OF KNOWLEDGE CONFERENCE (2027)
8. PUBLIKATIONER

1. CfP: HISTORY OF EDUCATION CONFERENCE (UK) AT MAYNOOTH UNIVERSITY
Dear History of Education colleagues and friends,

We are delighted to be organising the History of Education Conference at Maynooth University from 13th to 15thNovember 2026. The conference theme, “Democracy and Education: Histories of Inclusion and Exclusion” promises to be a great stimulus for lively and engaging papers and discussions. Further details on the conference can be found on the conference website and this will be updated on an ongoing basis: https://hes2026.wixsite.com/hes2026maynooth

The call for papers is now open and will close on 25th May 2026. You are invited to submit a 250-word abstract using the MS Forms link on the conference website at Call for Papers | HES2026. All abstracts submitted will be reviewed by the Local Organising Committee and we will be in touch in the summer with the outcomes of this review process.

The conference especially welcomes postgraduate researchers and PGRs presenting at the conference are eligible to apply for a HES bursary to support attendance (further details will be posted to the website on eligibility criteria and making an application in due course). We are planning a special issue of the History of Education journal based on the conference theme and all presenters will be able to submit their papers for possible inclusion following the conference.

The website also has details on available accommodation both on the university campus and in local hotel at Accommodation | HES2026. Both accommodation offerings have voucher codes and if using these, discounts will be applied to the rooms ring-fenced for the conference. There is a limited number of rooms on campus so if you plan to avail of these, I would advise you to book early. We also plan to have lots of cultural events over the conference days, including campus tours, visits to the Russell Library and an opportunity to spend time in the stunning College Chapel.

As noted above: The call for papers is now open and will close on 25th May 2026

Please reach out to me if you have any questions or issues using the conference email address hesmaynooth2026@mu.ie.

2. CfA: 5th HISTORY OF EDUCATION SUMMER SCHOOL, LEUVEN/GRONINGEN
The 5th History of Education Summer School will be held again at the University of Leuven, this time from 7 to 11 September 2026.

The title of the conference is “Histories in Flux: (Re-)Imagining Histories of Education Across Scales, Borders and Boundaries”

The call for applications for PhD and Master students is out now: https://www.kuleuven.be/english/summer-schools/history-of-education/history-of-education-summer-school-2026

Deadline for applications has been extended until May 1th, 2026

3. CfP: HISTORY OF INTELLECTUAL CULTURE (HIC)
International Yearbook of Knowledge and Society is inviting contributions and/or guest editors for Volume 6 (2027) in the field of the history of knowledge: https://www.degruyterbrill.com/serial/hicu-b/html

Deadline for proposals: 8th May, 2026.

4. CfP: GROWING UP IN THE EARLY MODERN WORLD: CHILDREN, INSTITUTIONS AND BELONGING
Thursday 26 November 2026 | Macquarie University, Sydney

This workshop explores childhood within institutional settings in the early modern world, with particular attention to experiences of care, discipline, and education across their life course. We invite papers that examine the intersections between children and the institutions created to shape, support, regulate, manage, and care for them.

Papers should be 20 minutes in length. Proposals for panels and roundtables are also welcome. Participants wishing to propose less conventional formats are encouraged to contact organisers.

Online and hybrid participation possible; please indicate your preference in your proposal.

Please submit a title, a 200-word abstract, and a three-sentence biographical note for each speaker, combined in a single document, to paula.plastic@mq.edu.au by 15 July 2026.

For more information, see https://www.lasisem.it/wp-content/uploads/2026/02/CfP-Growing-up-in-the-Early-Modern-World.pdf

5. DIGITAL DIALOGUE NO. 3: PROGRESSIVE EDUCATION AND SCHOOL EXPERIMENTS IN THE LATE 20TH CENTURY.
Organisers and project participants: Professor Ning de Coninck-Smith, Associate professor Lisa Rosén Rasmussen, PhD student Kamilla Ane Petersen & Post.Doc. Pernille Svare Nygaard – Danish School of Education (DPU), Aarhus University

Lead: Professor Julie McLeod, Faculty of Education, University of Melbourne
Speaker: Associate Professor Frances Kelly. School of Education and Social Practice, in the Faculty of Arts and Education at Waipapa Taumata Rau | University of Auckland, in Aotearoa New Zealand

Date: 23rd of April 2026
Time: 9 am – 11.30 am (CET/CEST)

Zoom-link:
https://aarhusuniversity.zoom.us/j/61176771851?pwd=9u9ijagewt9M2NtMiGIb3GTBnxLChm.1

In this dialogue, we take up the notion of progressive education as an empirical and analytical concept to discuss not only what it implies, but also how it may take on different meanings across time and space. By focusing on specific experiments at the everyday level within school and teacher education, we explore the micro-level of progressive education and examine how understandings of teaching, teachers, and students evolve through these experiments. In doing so, we wish to discuss how these developments add meaning to the very notion of progressive education. We also consider the ways in which new ideas and practices travel beyond the experiments themselves and ask how this movement unfolds – perhaps differently – across time and space.

The dialogue will begin with two short presentations. Julie McLeod from Melbourne University, Australia, will talk about Making sense of memory and the mixed-up dreams of progressive education, taking teachers’ and students’ memories of alternative and radical schooling in Australia in the 1960s and 1970s as a route into thinking about the slippery meanings and promises of progressive education. Following this, Frances Kelly from Auckland University, New Zealand, will present on the project Children without schools (Kelly, Locke and Mullen, 2023–2025), focusing on an experiment in progressive education carried out in 1942 in the agricultural Manawatū district of Aotearoa New Zealand. Finally, examples of experiments, new, and alternative approaches to schooling and teacher education from the research project Edutopias: Reforms of Everyday School Practices: Denmark, 1945–1975, based at Aarhus University in Denmark, will be brought to the table for discussion.

We invite scholars and other interested participants to join this online seminar, with the aim of sharing and discuss knowledge on school experiments and progressive education. If you have any questions about the digital dialogue, or if you encounter any technical difficulties with the Zoom link on the day of the event, please get in touch with Lisa Rosén Rasmussen (lisa@edu.au.dk).

This is the third in a series of four digital dialogues, organised as part of the research project EDUTOPIAS based at Aarhus University, Denmark. In this research project Ning de Coninck-Smith, Lisa Rosén Rasmussen, Pernille Svare Nygaard, and Kamilla Ane Petersen study the Danish school reforms introduced 1945-1975 from the perspective of the promising spaces of teacher training, school experiments, school architecture and independent small schools. The aim is to develop a new understanding of reforms as complex and conflicting everyday processes, which not only address the curriculum or school structure, but also change the affective, spatial, and embodied relations between teachers, parents, and students.

6. PROGRAM: SVENSKA HISTORIKERMÖTET
Programmet för Svenska historikermötet 2026 har nu publicerats online, och innehåller många utbildningshistoriska godbitar. För mer information, se konferensens hemsida: https://registration.invajo.com/e9f59912-76f5-4f91-8208-2c46544b34bb?page=fb5b1bd7-b53d-42c3-afd7-20a2b5128b31

Programmen för tidigare historikermöten finns tillgängliga här: https://svenskahistoriskaforeningen.se/index.php/historikermoeten/svenska-historikermoeten

7. THE THIRD HISTORY OF KNOWLEDGE CONFERENCE (2027)
The third History of Knowledge Conference will be organized in Utrecht on 25–27 August 2027. The conference follows the successful first international History of Knowledge Conference in Porto in 2023, and the second edition, hosted by the Lund Centre for the History of Knowledge in 2025. Utrecht University is home of the Descartes Centre for the History and Philosophy of Sciences and the Humanities, and the field’s flagship Journal for the History of Knowledge.

In recent years, history of knowledge has developed into a vibrant field of interdisciplinary research and scholarship around the globe. The History of Knowledge Conference will gather scholars with a diversity of backgrounds to further develop the field and its impact on other disciplines and society. Fostering inclusivity, we welcome all scholars working on the history of knowledge in the broadest sense.

The central theme of the conference will be: Decentering the History of Knowledge.

The conference is explicitly global in scope, and its time span is antiquity to the present. We encourage contributions moving beyond specific geographies and chronologies; we aim at a structure for the conference that is not a division in terms of geographies or chronologies.

A call for papers will be published in the Fall of 2026.

If you wish to be kept informed, register with: hokconference27@uu.nl

For more info, see: https://newhistoryofknowledge.com/2026/04/09/the-third-history-of-knowledge-conference-utrecht-2027/

8. PUBLIKATIONER
Backman Prytz, Sara. (2026). ”Skolan och smutslitteraturens hydra – när lärare brände böcker på bål”, i Jenny Maria Nilsson (red.), Den spanande ugglan: Bildning som motstånd. Liber, Stockholm, 53-61.

Buchardt, M. (2026). Colonial figures in metropolitan pedagogy. A layer in the “education for all” model, Denmark 1880s–1930s. European Educational Research Journal, 25(1), 14–34. https://doi.org/10.1177/14749041251374359

Eriksen, Anne, ‘Knowledge, Formats, and Fish’, Journal for the History of Knowledge, 7 (2026), https://dx.doi.org/10.55283/jhk.21777

Hamberger, Agnes. (2026). Flickornas folkskola: Genus och utbildning ca. 1840–1920 (PhD dissertation, Acta Universitatis Upsaliensis). Open Access: https://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-580187

Hammar, Isak. (2026). ‘A Powerful and Essential Means of Action’: UNESCO and the Humanities as Science Diplomacy (1945–1949). Journal of Contemporary History, https://doi.org/10.1177/00220094261422190

Kaukko, Mervi, Sinikka Neuhaus, and Matti Välimäki. 2026. “For the Nation and the Future: Historical Snapshots into Refugee Education during the Last 100 Years in Finland and Sweden.” History of Education 55 (2): 227–52. doi:10.1080/0046760X.2025.2577671.

Kivistö, Sari. (2025). ”Medical Vices and Proverbial Expressions in Eighteenth-Century Medical Dissertations on Moderation, Patience, and Trust”. In Vices of the Learned. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004725058_011

Lindgren, Anne-Li, & Prytz, Sara Backman. (2026). Body and risk: Health promotion in Swedish school sex education 1900–2020s. Global Studies of Childhood, 16(1), 63-75. doi:10.1177/20436106251398505

Myrebøe, S. (2026). Academic Mythography: The University as Ideas in Action. European Education, 1–14. https://doi.org/10.1080/10564934.2026.2630207

Prytz, J., & Viirman, O. (2026). Mathematics for all in Sweden (1962–2025): successes, setbacks, and some insights. Journal of Curriculum Studies, 1–24. https://doi.org/10.1080/00220272.2026.2649140

Tröhler, Daniel, and Synne Myrebøe, eds. Handbook on Education History, Philosophy and Theory. Cheltenham, UK: Edward Elgar Publishing, 2026 (with several contributions of Nordic authors, including Ylva Gustafsson, Inga Bostad, Otso Kortekangas, Merethe Roos and Christian Lundahl), https://doi.org/10.4337/9781035317707

Westberg, Johannes (2026). ”Halvbildning och utbildningens frihet”, i Jenny Maria Nilsson (red.), Den spanande ugglan: Bildning som motstånd. Liber, Stockholm, 218-231.

Östh Gustafsson, Hampus. (2026). A Societal Ecosystem of Knowledge: Extra-Academic Career Trajectories of Docents in the Swedish Humanities, 1876–1927. History of Education, 1–22. https://doi.org/10.1080/0046760X.2026.2642231