Utskick 210317

1. VÄGVAL NR 4 / 2020: LÄROBÖCKER, PANDEMIER OCH FRAMTIDEN
2. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE)
3. ONLINE SEMINAR SERIES: THE LONG 20TH CENTURY EDUCATION REFORM
4. PUBLIKATIONER

1. VÄGVAL NR 4 / 2020: LÄROBÖCKER, PANDEMIER OCH FRAMTIDEN

Inledning
JAKOB EVERTSSON

Läroböcker på samiska – En diskussion om att välja ett eller flera samiska skriftspråk på 1720-talet
DANIEL LINDMARK

Pandemin och skolan – Spanska sjukan i lärarpress och skolors årsredogörelser
BJÖRN NORLIN

Historien upprepar sig eller vad tror du själv? Frågor och övningar i efterkrigstidens läroböcker för den svenska folk- och grundskolan
ANDERS PERSSON

Framtiden, individen och samhället: Förändringar i målen för skolans samhällskunskaps- och historieundervisning 1970–2000
HENRIK ÅSTRÖM ELMERSJÖ

Artiklarna finns tillgängliga på: https://undervisningshistoria.se/vagval-nr-4-2020/

2. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE)
Date and place: 14.-15.6.2021, University of Jyväskylä

The 2020 meeting was postponed due to the COVID-19 regulations, and will be held virtually in June 2021 by the University of Jyväskylä, Department of History and Ethnology. Welcome!

In 2021, FSHPE conference will focus on the many approaches to history and philosophy of education. In the past decades, research in history and philosophy of education has introduced new advances enriching our understanding on education. Examinations have taken place from a variety of fresh perspectives, including emotions, corporality, spatiality, gender, as well as margins and fringe areas. Concurrently the more traditional areas of research have stood their ground. Therefore, we wish to invite all researchers of history and philosophy of education with their chosen approaches to participate, discuss, and meet. Proposals for sessions and presentations may include (but are not limited to) the following perspectives:

• gender and intersectionality
• sound and space
• emotions and affects
• corporality and body
• margins and fringe areas
• language, speech, and politics
• institutions, experiences, and identities
• nature and naturality
• lived, remembered, and narrated experience

Please send proposals (no longer than 1 page) to e-mail address educationhistory@jyu.fi. The deadline for abstract submissions is 15.4.2021. Presentations are welcome in Finnish, English, and Swedish. Note: the conference has no participation fee.

3. ONLINE SEMINAR SERIES: THE LONG 20TH CENTURY EDUCATION REFORM
During 2021, the education reform-network organizes a series of seminars (one per month) engaging with central question at present concerning reform in education, including the role of nation and nationalism in education. The seminars will be held via Zoom.

The seminar series is under development, but confirmed names include Felicitas Acosta (Universidad Nacional de General Sarmiento) and Katie Day Good (Miami University). First seminar is held on May 26:

”The Disembedded Laboratory – Torsten Husén and the Internationalisation of Educational Research for Policy”. Speakers: Christian Lundahl (Örebro University), Sotiria Grek (Edinburgh), Martin Lawn (Edinburgh), and Joakim Landahl (Stockholm). Commentator: Christian Ydesen (Aalborg).

Registration for the zoom session til May 21: l.van.der.weerd@rug.nl

For more info, see https://educationreform.network/the-long-20th-century-education-reform/

4. PUBLIKATIONER
Camphuijsen, Marjolein K. & Antonina Levatino (2021) Schools in the media: framing national standardized testing in the Norwegian press, 2004–2018, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2021.1882390

Grahn, Magnus (2020), Den moderna skolans framväxt: 1960-talets förändringar i de gymnasiala skolformerna. Red: Roger Johansson, Esbjörn Larsson, Hans Teke. Lund.

Grek, Sotiria & Christian Ydesen (2021): Where science met policy: governing by indicators and the OECD’s INES programme, Globalisation, Societies and Education, DOI: 10.1080/14767724.2021.1892477

Hammar, Isak. 2021. “Classical Nature: Natural History, Classical Humanism, and the Value of Knowledge in Sweden, 1800–1850”. Journal for the History of Knowledge 2 (1): 1. DOI: http://doi.org/10.5334/jhk.2

Prytz, Johan. (2021). When research met policy: A history of innovation and a complicated relationship in three swedish development projects in mathematics education, 1960–2018. Zdm, https://doi.org/10.1007/s11858-021-01247-0

Roos, Merethe, Kjell Lars Berge, Henrik Edgren, Pirjo Hiidenmaa, and Christina Matthiesen (2020), Exploring Textbooks and Cultural Change in Nordic Education 1536–2020. Brill. https://brill.com/view/title/59681

Sjöberg, Johanna, and Johanna Sköld. ”Childcare for Sale: Mapping Private Institutions in Sweden 1900–1975.” The Journal of the History of Childhood and Youth 14, no. 1 (2021): 113-132. doi:10.1353/hcy.2021.0013

Utskick 210210

1. NORDISK SOMMARSKOLA I KUNSKAPSHISTORIA
2. LEKTORAT: CONTEMPORARY HISTORY OF PEDAGOGICAL INSTITUTIONS AND EDUCATIONAL CONCEPTS, KU LEUVEN
3. CfP: SPINNING THE STICKY THREADS OF CHILDHOOD MEMORIES
4. ÅRHUS: TWO PHD FELLOWSHIPS IN COMPARATIVE STUDIES ON THE RISE OF NEO-NATIONALISM IN EUROPEAN HIGHER EDUCATION
5. SEMINARIUM: ”UNIVERSITETETS SAMTIDSHISTORIA: NYA PERSPEKTIV PÅ SKANDINAVIEN”
6. CfP: 13th NORDIC GENDER HISTORY CONFERENCE
7. CfN: SHCY ARTICLE PRIZE – NORDIC REGION
8. PUBLIKATIONER

1. NORDISK SOMMARSKOLA I KUNSKAPSHISTORIA
I augusti förra året arrangerade Centrum för kunskapshistoria (LUCK) en nordisk sommarskola för doktorander och nydisputerade. Trots pandemin lyckades vi samla ett femtontal yngre forskare från olika ämnen och lärosäten till några intensiva dagar av intellektuellt utbyte i Lund.

Den 23–26 augusti 2021 är det dags igen. Med Anton Jansson som koordinator kommer vi att anordna en andra omgång av den kunskapshistoriska sommarskolan. För mer information, se https://www.luck.lu.se/kurser/sommarskola

Centrum för kunskapshistoria har i dagarna fått en ny hemsida: https://www.luck.lu.se. Det är en ganska avskalad sida, knuten till Lunds universitet, som innehåller väsentlig basinformation om oss. För en mer levande sida med frekventa uppdateringar hänvisar vi till vår digitala plattform: https://newhistoryofknowledge.com

2. LEKTORAT: CONTEMPORARY HISTORY OF PEDAGOGICAL INSTITUTIONS AND EDUCATIONAL CONCEPTS, KU LEUVEN
There is a full-time academic vacancy in the Faculty of Psychology and Educational Sciences of KU Leuven (Belgium), in the research unit Education, Culture and Society. The position consists of academic teaching, research, and services to the community. Candidates are expected to have an excellent or promising research profile, and excellent and demonstrated teaching skills in the domain of Contemporary history of pedagogical institutions and educational concepts.

The domain focuses on research into the contemporary history of educational practices in their relationship with pedagogical institutions and educational concepts. Educational practices, or learning and training practices, not only concern behavioral change, but also imply culture formation and renewal. Research into the social/cultural-historical context in which these practices arise and evolve is necessary for a good understanding of the practical and institutional design of these practices, as well as of the (pedagogical) concepts and theories that underlie them. The research pays particular attention to the historical impact of radical social evolutions – in the field of diversity, technology, and views on science and professionalism – on educational practices.

Candidates are expected to have a PhD in Educational Sciences or in a related discipline of the humanities, provided that the candidate has relevant research experience in the field of history of education. Applicants are expected to have an excellent research track record, as evidenced by publications in international peer-reviewed journals and books published by international recognized publishing houses within the domain of the history of education.

The official language used at KU Leuven is Dutch. If you do not speak Dutch (or do not speak it well) at the start of employment, KU Leuven will provide language training to enable you to take part in meetings. Before teaching courses in Dutch or English, you will be given the opportunity to learn Dutch, respectively English, to the required standard.

Deadline: March 01, 2021

More info: https://www.kuleuven.be/personeel/jobsite/jobs/56109326?hl=en&lang=en

3. CfP: SPINNING THE STICKY THREADS OF CHILDHOOD MEMORIES
We are excited to invite researchers, artists, professionals, and activists to our conference, Spinning the Sticky Threads of Childhood Memories: From Cold War to Anthropocene, which will take place on October 20-21, 2021!

In the words of Donna Haraway (2019, 565), “stories nest like Russian dolls inside ever more stories and ramify like fungal webs throwing out ever more sticky threads.” We are inspired by this provocation precisely 30 years after the fall of the Berlin Wall, amidst both (re)emerging political divides and the growing awareness of our interdependence with other human beings and the more-than-human world in the face of the Anthropocene. The conference invites researchers, artists, professionals, and activists to probe the “fungal webs” and spin the “sticky threads” of childhood, remembering/forgetting, and childhood memories, to use memory as “a tool with which to think” (Bowker 2005, 15) about the past, present, and future. Memory is a productive process as it entangles in events and generates new events (Fox and Alldred 2019, 25). Memories can materially affect bodies, things, identities, and social processes, as they connect past and present events across time and space, producing both continuities and change.

Abstract submission NOW OPEN (deadline May, 2021) https://events.tuni.fi/recollectreconnect2021/abstract-submission/

Our conference uses Decentered Satellite Conferencing to reduce environmental impact and work toward more equal engagements. Participants will connect virtually & regionally at five regional hubs and online: Tampere/Finland, Atlanta/USA, Berlin/Germany, Hajdúböszörmény/Hungary, Africa Online. Each hub is organized thematically around its own local call for participation that connects, contextualizes and adds new directions to engage with the conference’s broader theme. Please visit the hub specific pages to explore the local calls for papers. The conference programme of the Africa Online hub will span the period of October 11-22 and of the Berlin online and onsite hub will take place on October 20-22. For more info on the hubs, see https://events.tuni.fi/recollectreconnect2021/

The conference is organized by Reconnect Recollect – a collaborative, international and interdisciplinary project that creates dialogues among people divided by multiple borders – geopolitical, economic, generational and cultural – inherited from and reordered after the Cold War. Bridging academic research and art, the project (re)collects memories of diverse childhood experiences during the Cold War, bringing into public view alternative and multiple personal histories that have the potential to transfigure divisions into connections in new and bold ways.

For more information, please visit the website https://events.tuni.fi/recollectreconnect2021/ or contact us on recollectreconnect2021@tuni.fi

4. ÅRHUS: TWO PHD FELLOWSHIPS IN COMPARATIVE STUDIES ON THE RISE OF NEO-NATIONALISM IN EUROPEAN HIGHER EDUCATION
The University of Aarhus (Denmark) is currently looking for two full-time PhD researchers for a project ”Asserting the Nation: Comparative studies on the rise of neo-nationalism in higher education”.

More information via: https://phd.arts.au.dk/applicants/open-and-specific-calls/phd-call-2021-3/

5. SEMINARIUM: ”UNIVERSITETETS SAMTIDSHISTORIA: NYA PERSPEKTIV PÅ SKANDINAVIEN”
7/4, kl. 13.15–15.00: ”Universitetets samtidshistoria: Nya perspektiv på Skandinavien”
Astri Andresen (Bergen), Astrid Elkjær Sørensen (Århus), Ning de Coninck-Smith (Århus), Maria Simonsen (Ålborg) och Johan Östling (Lund)

Tilmelding til Johan Östling på john.ostling@hist.lu.se

6. CfP: 13th NORDIC GENDER HISTORY CONFERENCE
The 13th Nordic Gender History Conference will be held in Aarhus from August 19th – 21st 2021. We are looking for participants in a session on women and education, new perspectives and new methods. Please get in touch, if you would like to join us. Deadline for papers is April 1st, 2021. Contact either Astrid Elkjær Sørensen hisaes@edu.au.dk or Pernille Svare Nygaard pesv@edu.au.dk

For more info, see also: https://events.au.dk/nwghc21

7. CfN: SHCY ARTICLE PRIZE – NORDIC REGION
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best peer-reviewed journal article on the history of children, childhood, or youth (broadly construed) published in, or about, the Nordic region in 2020. Articles may be published in Danish, Swedish, Norwegian, or English. The winner will be announced in the Summer of 2021.

Deadline: February 15, 2021.

Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee and SHCY President and Vice President are ineligible.

To nominate an article, send via email a PDF version of the article by February 15, 2021 to each of the Award Committee Members:
Karen Vallgårda, Associate Professor, University of Copenhagen, karenva@hum.ku.dk
Johanna Sköld, Professor, Linköping University, johanna.skold@liu.se
Ellen Schrumpf, Professor Emerita, University of South-Eastern Norway, ellen.schrumpf@usn.no

8. PUBLIKATIONER
Burman, Lars. (2020). Studentdikt för tillfället 1660–1699 : Kvantitativa undersökningar av tryckta tillfällesdikter av Värmlandsstudenter vid Uppsala universitet. Uppsala: Avdelningen för litteratursociologi, Uppsala universitet. 108 s. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-429157

Dellstig, David (2020). Den efterfrågade vetenskapen: Universitetsbibliotek, akademiska tidskrifter och vetenskapliga förlag 1968–2018. Diss. Uppsala : Uppsala universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424722

Drugge, Malin (2020). Hembygd, natur och lärande i Anna Maria Roos och Elsa Beskows/Herman Siegvalds skönlitterära läseböcker för småskolan 1912-1937. Lic.-avh. Uppsala : Uppsala universitet, 2020

Ford, Nicholas et al, (2021), Leaving Their Mark: Using Danish Student Grade: Lists to Construct a More Detailed Measure of Historical Human Capital. EHES Working Paper | No. 207 | February 2021. http://ehes.org/EHES_207.pdf

Johansson, Lasse Gøhler, Jonas Følsgaard Grønvad, and David Budtz Pedersen. ”A Matter of Style: Research Production and Communication Across Humanities Disciplines in Denmark in the Early-Twenty-First Century.” Poetics (Amsterdam) 83, (2020): 101473.

Samuelsson, Johan, Niklas Gericke , Christina Olin-Scheller & Åsa Melin
(2021): Practice before policy? Unpacking the black box of progressive teaching in Swedish
secondary schools, Journal of Curriculum Studies (published online) To link to this article: https://doi.org/10.1080/00220272.2021.1881166

Östh Gustafsson, Hampus. (2020). Folkhemmets styvbarn: Humanioras legitimitet i svensk kunskapspolitik 1935–1980 (PhD dissertation). Daidalos, Göteborg. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-427132

Utskick 210119

1. CfP: HISTORIES OF THE PRESENT AND HISTORIES OF THE PAST: PANDEMICS AND HISTORIANS OF EDUCATION
2. CfP: UDDANNELSESHISTORIE 2021 – KULTUR, RELIGION OG RACE: DISTINKTIONER OG FORSKELSBEHANDLING I SKOLE OG UDDANNELSE
3. UNESCO: DIGITALIZATION OF 20,000 HISTORICAL TEXTBOOKS
4. UTLYSNING: LEKTORAT, TEMA BARN, LINKÖPINGS UNIVERSITET
5. ISCHE 42 GOES ONLINE – INFORMATION
6. PUBLIKATIONER

1. CfP: HISTORIES OF THE PRESENT AND HISTORIES OF THE PAST: PANDEMICS AND HISTORIANS OF EDUCATION
2020 has been a year of global crisis, a crisis which is continuing. As of December 2020, there have been over 1.6 million deaths and over 70 million confirmed Coronavirus cases. COVID-19 has precipitated a global economic downturn which threatens the livelihoods of millions and has shined a harsh light on existing inequalities in society (Campbell 2020; UNESCO 2020).

Invitation:
The Editors welcome abstracts for this special issue on Pandemics and History of Education which explore: the questions raised above about Histories of the Present and Histories of the Past or offer reflections on the various layers and interconnected dimensions of historical time in the history of education; or address how studying the studying the past can help shape future research on education and pandemics and how it can be carried out.

Please submit a 200-250 word abstract along with a short cv to i.d.grosvenor@bham.ac.uk and Karin.Priem@uni.lu by the end of February 2021.

For more info, see https://www.ische.org/cfp-for-paedagogica-historica-special-issue-histories-of-the-present-and-histories-of-the-past-pandemics-and-historians-of-education/

2. CfP: UDDANNELSESHISTORIE 2021 – KULTUR, RELIGION OG RACE: DISTINKTIONER OG FORSKELSBEHANDLING I SKOLE OG UDDANNELSE
Uddannelseshistorie inviterer hermed til artikelforslag med udgangspunkt i temaet kultur, religion og race. Vi ønsker at belyse, hvordan man har sær- og forskelsbehandlet visse elevgrupper pga. Af deres kulturelle, religiøse og/eller racemæssig baggrund. Vi ønsker dermed at tematisere både kulturelle og dannelsesmæssige idealer, og hvordan disse bl.a. har udmøntet sig i diskursive distinktioner indenfor skole- og uddannelsesverdenen imellem ”normal-gruppen” og de ”andre” som gruppe.

Artiklerne skal være forfattet på dansk eller et andet skandinavisk sprog og have en længde på 15-18 sider à 2400 anslag. Forslag til artikler i form af et kort abstract bedes sendt til redaktionen på jesper.eckhardt.larsen (at) gmail.com senest 1. januar 2021.

Deadline for indlevering af artikel er 1. juli 2021. Uddannelseshistorie 2021
udkommer i december 2021. Alle artikler bedømmes i dobbelt peer review. Uddannelseshistorie er anerkendt i BFI med ét point.

För mer information, se https://mcusercontent.com/1333f3bb8e/files/50a63dbe-92e0-4f91-be67-1ed709c692b0/CfP_Uddannelseshistorie_2021.pdf

3. UNESCO: DIGITALIZATION OF 20,000 HISTORICAL TEXTBOOKS
The UNESCO’s International Bureau of Education hosts its historical archives (1925-1969), as well as a collection of more than 20,000 historical textbooks dating as far back as the 1700s.The IBE is planning to continue the digitalisation and to make them freely available to users around the world in 2021.

More info will follow.

4. UTLYSNING: LEKTORAT, TEMA BARN, LINKÖPINGS UNIVERSITET
Linköpings universitet ledigförklarar en anställning som Universitetslektor (minst en) i tema Barn med placering vid Institutionen för Tema.

Vid tema Barn bedrivs en unik forskning som kombinerar ett fokus på barns aktörskap och sociala interaktioner med en kritisk och teoretisk medvetenhet om barndomens skiftande innebörder i tid och rum. Vid avdelningen bedrivs forskarutbildning och grundutbildning med inriktning på frågor om barn och barndom. Inom grundutbildningen ges ett internationellt masterprogram (online) samt fristående- och lärarutbildningskurser.

I en lärares arbetsuppgifter ingår att ta hand om utbildning, forskning samt administrativt arbete. Till en lärares uppgifter hör också att följa utvecklingen inom det egna ämnesområdet och den samhällsutveckling i övrigt som har betydelse för arbetet. Innehavare av anställning som universitetslektor ska medverka i undervisning inom utbildning på grund- och avancerad nivå.

Undervisningen inom ramen för denna anställning sker på svenska och engelska, varför ett krav är att den sökande kan uppvisa dokumenterad pedagogisk skicklighet i att undervisa på svenska och engelska.

Centrala arbetsuppgifter för anställningen består av undervisning och handledning inom ramen för de utbildningar som tema Barn är värdinstitution för och har undervisningsuppdrag inom: det internationella masterprogrammet (online) i Child Studies (MSSc), program för grundlärare och ämneslärare samt program för förskollärare och lärare i fritidshem vid LiU. Generellt ställer anställningen höga krav på flexibilitet och förmåga att röra sig mellan olika typer av undervisningssituationer och pedagogiska sammanhang. Vidare förväntas innehavaren av anställningen delta i forskningsmiljöns verksamhet, såsom seminarieverksamhet och workshops. Likaså förväntas och uppmuntras innehavaren av anställningen att söka extern finansiering för forskning. Vid avdelningen verkar vi för en stark forskningsmiljö genom att bland annat ge tid för arbetet med forskningsansökningar och riktade forskningsuppgifter, samt genom kollegial samverkan och granskning.

Din kompletta ansökan, inklusive de maximalt tio publikationer du vill åberopa, ska vara Linköpings universitet tillhanda senast den 8 februari 2021.

För mer information, se https://liu.se/jobba-pa-liu/lediga-jobb?rmpage=job&rmjob=14693&rmlang=SE

5. ISCHE 42 GOES ONLINE – INFORMATION
For reasons too well known and announced by the ISCHE President and the Local Organization Committee in Spring 2020, ISCHE 42 had to be postponed for one year and will take place in June 2021. For more information, see https://www.oru.se/HumES/ISCHE2020

6. PUBLIKATIONER
Axelsson, Thom, ”De svåruppfostrade barnen: Skolpsykiatrins framväxt och etablering i Sverige 1910–1955”, Scandia vol 86, nr 2.

Backman Prytz, Sara och Joakim Landahl (red.), Skolans högtider: Ceremoni, fest och firande i svensk skolhistoria. Uppsala: Föreningen för svensk undervisningshistoria, 2020.

Skagius, Peter, Karin Zetterqvist Nelson, ”Den konstanta oron: Barns och ungas psykiska ohälsa i svensk dagspress 1968–2008”, Scandia vol 86, nr 2.

Rosén Rasmussen, Lisa (2021): Building Pedagogies. A historical study of teachers’ spatial work in new school architecture, Education Inquiry, DOI: 10.1080/20004508.2020.1857495

Rasmussen, Annette, Karen Egedal Andreasen, Husholdningssagens betydning for den lille bys modernitet: kvinders uddannelse og erhverv inden for husholdning 1890-1940. Erhvervshistorisk Aarbog 2020, 1-2, 67-91. https://tidsskrift.dk/eaa/article/view/123616/170613

Utskick 201217

1. NYTT NUMMER NJEdH: THE NATION STATE AND THE COMPETITION STATE IN NORDIC EDUCATION
2. CfP: EXPLORING THE HISTORY OF KNOWLEDGE(S) AND EDUCATION
3. ISCHE 42 (ÖREBRO): ONLINE
4. PUBLIKATIONER

1. NYTT NUMMER NJEdH: THE NATION STATE AND THE COMPETITION STATE IN NORDIC EDUCATION
Nordic Journal of Educational History, vol. 7 No. 2 (2020): Special Issue: International Interactions – the Nation State and the Competition State in Nordic Education

Innehåll:
Pilgrims and Missionaries of Social Peace: Geneva and Pontigny as Sites of Scandinavian Internationalism in Late Interwar Europe, Andreas Mørkved Hellenes

Between Nordism and Nationalism: The Methods of the Norden Associations’ Educational Efforts, 1919–1965, Henrik Åström Elmersjö

Adelskap forplikter: Norges deltakelse i Unescos skoleforsøk 1953–1959, Christian Sæle

When Myth-Building Meets Nation-Branding: Fabricating the “Swedish Educational Model” in French Media Discourse (1964–2019), Piero Colla

A Competition State Perspective on the Development of Swedish Policies for Internationalisation of Higher Education and Research 1960s–2010s
Andreas Åkerlund

Artiklarna är fritt tillgängliga: https://journals.ub.umu.se/index.php/njedh/issue/view/18

2. CfP: EXPLORING THE HISTORY OF KNOWLEDGE(S) AND EDUCATION
Special issue of the Nordic Journal of Educational History, to be published in 2022. The history of education has traditionally focused on formal schooling and compulsory education, but in recent years the field has broadened its scope to the study of other institutions and less formal arenas of education. Meanwhile, the history of knowledge has emerged as a new and vital scholarly field examining the production, mediation, circulation and contestation of different forms of knowledge in society. From a disciplinary perspective, the history of knowledge has primarily developed in relation to the history of science and ideas, but issues concerning the distribution of different forms of knowledge, as well as the institutions and actors that shape knowledge, are also at the heart of the history of education.

For this special issue of the Nordic Journal of Educational History, we invite contributions that explore the historical relationship between knowledge and education in different periods and social contexts. By bringing researchers from these expanding subfields of historical inquiry together, our aim is to develop new perspectives that may enhance our understanding of knowledge and education in the past. We seek submissions that discuss empirical cases or address new theoretical and methodological approaches to the historical study of knowledge and education. While Northern Europe is the geographical focus of the journal, contributions may deal with any period or geographical area. Contributions may address one or more of the following themes:
• the relationship between knowledge and power in the history of education
• the agency of children, youth and other marginalized or disempowered groups in the history of education
• the connection between the production and mediation of knowledge in the history of education
• educational spaces and geographical settings involved in the circulation of knowledge
• practices involved in the circulation of knowledge in various educational settings
• the circulation of knowledge between formal and informal or extra-curricular activities

Deadline for 250 word abstracts: 31 December 2020. Deadline for 1–2 page outline: April 2021; manuscripts due September 2021; planned publication: 2022. This special issue will be edited by Björn Lundberg, Ph.D., Department of History, Lund University. Please e-mail abstracts and questions to: bjorn.lundberg@hist.lu.se.

För mer info, se https://utbildningshistoria.files.wordpress.com/2020/09/cfp_njedh_knowledge_education.pdf

3. ISCHE 42 (ÖREBRO): ONLINE
ISCHE 42, som blev flyttat till juni 2020 (https://www.oru.se/english/schools/humanities-education-and-social-sciences/conferences/ische-2020/) kommer att organiseras online i någon form. Detaljerna beslutas nu av Stiftelsen ISCHE i samråd med de lokala arrangörerna. Mer information kommer förhoppningsvis så snart möjligt.

4. PUBLIKATIONER
Buchardt, Mette (Guest editor), Special issue: ‘Social Histories of Bildung between universal and national ambitions and global emergences’, IJHE Bildungsgeschichte -International Journal for the Historiography of Education (2020), https://www.klinkhardt.de/verlagsprogramm/2403.html

Karcher, Nicola (2020) A National Socialist school for Norway: concepts of Nazification during the German occupation, Paedagogica Historica, 56:5, 662-679, DOI: 10.1080/00309230.2019.1675728

Kortekangas, Otso (2020) The nomads, the settlers and the in-betweens: Nordic clergymen on Sámi livelihoods in the early nineteenth century, History and Anthropology, DOI: 10.1080/02757206.2020.1830386

Landahl, Joakim (2020). Defending Christianity as a School Subject: Mass Petitions and the Mobilization of Public Opinion in the Swedish Sixties. I Michael Geiss & Sabineh Reh (red.) Jahrbuch für Historische Bildungsforschung Band 26 2020. Schwerpunkt: Konservatismus und Pädagogik im Europa des 20. Jahrhunderts, 99–115.

Ringarp, Johanna, Till toner av Bolero: AmuGruppens reformering från myndighet till utbildningsföretag (Summary: To the sound of Bolero: AmuGruppen’s development from government agency to state-owned educational enterprise). Historisk tidskrift 2020:4

Westberg, Johannes (2020) Combining Global and Local Narratives: A New Social History of the Expansion of Mass Education?, European Education, 52:3, 206-214, To link to this article: https://doi.org/10.1080/10564934.2020.1727750

Westberg, Johannes & Esbjörn Larsson (2020): Winning the war by losing the battle? The marketization of the expanding preschool sector in Sweden, Journal of Education Policy, https://doi.org/10.1080/02680939.2020.1861338

Åström Elmersjö, Henrik (2020) An individualistic turn: citizenship in Swedish history and social studies syllabi, 1970–2017, History of Education, DOI: 10.1080/0046760X.2020.1826052

Utskick 201120

1. CfP: THE 8TH NORDIC EDUCATION HISTORY CONFERENCE
2. CfP: CURRICULUM OF THE BODY AND THE SCHOOL AS CLINIC: HISTORIES OF PUBLIC HEALTH AND SCHOOLING, 1900-2020
3. VÄGVAL NR 3/2020, “HÖSTNUMMER”
4. SKOLEHISTORISKE SKRIFTER KOMMER ONLINE – 8.000 TITLER
5. PUBLIKATIONER

1. CfP: THE 8TH NORDIC EDUCATION HISTORY CONFERENCE 2022
25-27 May 2022 in Aalborg (Denmark)

Centre for Education Policy Research and Centre for History (The research groups for Knowledge, Sustainability and Heritage (KSH)) and Conflict, Coercion and Authority in History (CCA) invites you to the 8th Nordic Education History Conference hosted by Aalborg University, Denmark.

The theme of this conference ”Global and Local Histories of Education and the States” zooms in on the role of education in this transitional history of state and power relations from both local, national and transnational perspectives.

Raising historical awareness of these developments and trajectories seems key today in a world where education is often promoted using standards, comparisons and ubiquitous technologies. Historical research in this respect offers the prospect of rewinding our understandings of education and point out all the lost possibilities and alternatives as well as providing sensitivities for understanding resilience, counter-movements and the shifting role of the local and national in a globalized world.
The conference invites papers, panels and posters on the following sub-themes and keywords:

Interactions between the transnational, national and local
Public versus private agents in education
The role of education, the social question and welfare state models
Rethinking the role of the nation state in relation to education and knowledge
Knowledge, education and state formation
Institutional and organizational history of education
Book and literacy history
Histories of numbers and science
Disease, state of exception and histories of education
The role of universities in the history of education and states.

Abstract deadline is October 1, 2021!

For more info, see https://www.en.culture.aau.dk/research/conferences/nehc-22/

2. CfP: CURRICULUM OF THE BODY AND THE SCHOOL AS CLINIC: HISTORIES OF PUBLIC HEALTH AND SCHOOLING, 1900-2020
This international edited collection employs the concept of the ‘curriculum of the body’ (Burns, Proctor & Weaver, 2020) to distinguish a set of educational technologies, schooling practices and school-based public health programmes that have been enacted on or through the body of children and young people—not in isolation but rather “in permanent interdependence with other beings and objects” (Veiga, 2018, p. 22).

The book subsections four key elements of the curriculum of the body, which organize the collection of chapters into subsections: (1) Formal programmes; (2) Clinical practices; (3)Architecture, spatialities, and materialities; (4) Classroom pedagogies and disciplinary practices. Each subsection will contain three-four chapters. Under these headings we additionally invite contributors to address the collection’s unifying theme – the historical making of childhood and youth in relation to the historical making of systematized and institutionalized expert knowledge.

Interested contributors are invited to submit a chapter proposal (about 1000 words including bios) to Dr Kellie Burns (kellie.burns@sydney.edu.au) and A/Prof Helen Proctor (helen.proctor@sydney.edu.au)

Abstracts due: 31 March 2021 (or sooner)

For more info, see https://www.histmed.org/announcements/calls-for-papers/calls-for-papers-curriculum-of-the-body-and-the-school-as-clinic-histories-of-public-health-and-schooling-1900-2020-3115

3. VÄGVAL NR 3/2020, “HÖSTNUMMER”

Inledning, Agnes Hamberger

Svar till ”Lärarinna 39” – Läraren i Dagens Nyheters kontaktannonser 1890–1980, Josefin Englund
Nya perspektiv på förskolans historia: Etnografiska ögonblicksbilder från lek och institutionellt vardagsliv på 1930-talet, Anne-Li Lindgren, Ingrid Söderlind

Blod, svett och tårar – Minnen från slöjdundervisning, Annelie Holmberg

PRYO och PRAO – olika föreställningar om arbete och arbetsliv i grundskolans historia, Åsa Broberg

Skolverkets start och skolans kommunalisering – Några minnen från fältet, Martin Järnek

Artiklarna finns tillgängliga på: https://undervisningshistoria.se/vagval-nr-3-2020-hostnummer/

4. SKOLEHISTORISKE SKRIFTER KOMMER ONLINE – 8.000 TITLER
Slægtsforskernes Bibliotek har indgået aftale med Skolemuseum Sønderjylland om overdragelse af en unik samling af skolehistoriske skrifter. Overdragelsen sker med henblik på digitalisering af den store samling. Den landsdækkende samling består af årsskrifter fra en lang række skoleinstitutioner såsom latinskoler, realskoler, gymnasier, lærerseminarier, højskoler m.fl. fra begyndelsen af 1800-tallet og frem til slutningen af 1900-tallet.
Samlingen stammer oprindelig fra Danmarks Pædagogiske Bibliotek, men blev senere overført til Dansk Skolemuseum, hvorfra samlingen ved dette museums lukning blev overført til Sønderjysk Skolemuseum. Den består af mindst 20.000 skrifter, der nu overføres til Slægtsforskernes Bibliotek i Albertslund, hvor den indgår i bibliotekets digitalisering af danskernes historie.

Slægtsforskernes Bibliotek er en del af den almennyttige forening Danske Slægtsforskere. Biblioteket er et specialbibliotek for historikere, slægtsforskere og andre med historisk interesse. Det indeholder værker, der er en del af vores fælles kulturarv, blandt andet omfattende slægts-, lokal- og personalhistorie. De ældste værker er udarbejdet i slutningen af 1500-tallet, og bestanden rækker frem til nutiden.

Biblioteket digitaliserer et stort antal af værkerne og tilbyder i dag mere end 8.000 titler online for alle interesserede.

Den danske skolehistorie i form af nævnte samling vil blive digitaliseret, og den vil ligeledes blive stillet til rådighed for alle interesserede gennem en online-database for skolehistorie.
Slægtsforskernes Biblioteks hjemmeside: bibliotek.dis-danmark.dk

Henvendelse og yderligere oplysninger: Per Andersen Telefon 53 39 15 00. Email per@andersen1.dk.

5. PUBLIKATIONER
Englund, Boel & Linné, Agneta, red. (2020). Att forma en ny tid. Kvinnor som samhällspedagoger runt 1900 – en kollektivbiografi, av Boel Englund, Ingrid Heyman, Agneta Linné, Kerstin Skog-Östlin och Eva Trotzig. Efterord av Donald Broady. Stockholm: Stockholmia förlag. Monografier från Stockholms stad 267 (334 s.).

Grunditz, Sofia (2020): How to preserve the visible content of films in visual
form throughout the analytical process?, Visual Studies, DOI: 10.1080/1472586X.2020.1796522

Holmén, Janne, ”Nordic Models For A Democratic School : Educational Reform and Political Culture in Sweden and Finland 1960–2020”, https://www.amazon.com/Nordic-Models-Democratic-School-Educational-ebook/dp/B08N353Y73/

Lundahl, Christian & Margareta Serder (2020): Is PISA more important to school reforms than educational research? The selective use of authoritative references in media and in parliamentary debates, Nordic Journal of Studies in Educational Policy, DOI: 10.1080/20020317.2020.1831306

Sandin, Bengt (2020), Schooling and State Formation in Early Modern Sweden (Palgrave Macmillan), https://www.palgrave.com/gp/book/9783030566654

Utskick 201018

1. CfP: EXPLORING THE HISTORY OF KNOWLEDGE(S) AND EDUCATION
2. VIKTIGA KÄLLSERIER I NORDISKA MUSEETS ARKIV DIGITALISERADE
3. TORGNY T. SEGERSTEDTS (1908-1999) ARKIV
3. FORSKARUTBILDNINGSKURS: PEDAGOGIKENS UTOPIER, 7,5 hp, SU
4. PUBLIKATIONER

1. CfP: EXPLORING THE HISTORY OF KNOWLEDGE(S) AND EDUCATION
Special issue of the Nordic Journal of Educational History, to be published in 2022. The history of education has traditionally focused on formal schooling and compulsory education, but in recent years the field has broadened its scope to the study of other institutions and less formal arenas of education. Meanwhile, the history of knowledge has emerged as a new and vital scholarly field examining the production, mediation, circulation and contestation of different forms of knowledge in society. From a disciplinary perspective, the history of knowledge has primarily developed in relation to the history of science and ideas, but issues concerning the distribution of different forms of knowledge, as well as the institutions and actors that shape knowledge, are also at the heart of the history of education.

For this special issue of the Nordic Journal of Educational History, we invite contributions that explore the historical relationship between knowledge and education in different periods and social contexts. By bringing researchers from these expanding subfields of historical inquiry together, our aim is to develop new perspectives that may enhance our understanding of knowledge and education in the past. We seek submissions that discuss empirical cases or address new theoretical and methodological approaches to the historical study of knowledge and education. While Northern Europe is the geographical focus of the journal, contributions may deal with any period or geographical area. Contributions may address one or more of the following themes:
• the relationship between knowledge and power in the history of education
• the agency of children, youth and other marginalized or disempowered groups in the history of education
• the connection between the production and mediation of knowledge in the history of education
• educational spaces and geographical settings involved in the circulation of knowledge
• practices involved in the circulation of knowledge in various educational settings
• the circulation of knowledge between formal and informal or extra-curricular activities

Deadline for 250 word abstracts: 31 December 2020. Deadline for 1–2 page outline: April 2021; manuscripts due September 2021; planned publication: 2022. This special issue will be edited by Björn Lundberg, Ph.D., Department of History, Lund University. Please e-mail abstracts and questions to: bjorn.lundberg@hist.lu.se.

För mer info, se https://utbildningshistoria.files.wordpress.com/2020/09/cfp_njedh_knowledge_education.pdf

2. VIKTIGA KÄLLSERIER I NORDISKA MUSEETS ARKIV DIGITALISERADE
Viktiga källserier i Nordiska Museets arkiv har digitaliserats och är nu tillgängliga via museets webbplats, däribland frågelistematerial. För mer info, se https://www.nordiskamuseet.se/artiklar/digital-forskaringang-till-nordiska-museets-arkiv

3. TORGNY T. SEGERSTEDTS (1908-1999) ARKIV
Professorn, akademiledamoten och universitetets mångårige rektor Torgny T. Segerstedts (1908-1999) efterlämnade papper skänktes till Uppsala universitetsbibliotek 2019. Den mycket omfattande samlingen är nu ordnad och tillgänglig för forskare, studenter och allmänhet genom universitetsbiblioteket.

Segerstedts arkiv omfattar omkring 4 500 brev till och från framför allt forskare, politiker och författare i hela världen, ungefär 900 tal och föredrag, biografiska uppgifter, dagboksalmanackor, manuskript och mycket annat. Samlingen, som innehåller material från 1930-talet till 1990-talet, speglar hans intressen inom bland annat utbildningspolitik, utrikespolitik, filosofi, sociologi och lärdomshistoria. Material beställs fram till specialläsesalen på Carolina Rediviva.

För mer info, se https://ub.uu.se/om-biblioteket/fler-nyheter/nyhet/?id=15390&typ=artikel&lang=sv

4. FORSKARUTBILDNINGSKURS: PEDAGOGIKENS UTOPIER, 7,5 hp, SU
På Institutionen för pedagogik och didaktik vid SU kommer forskarutbildningskursen Pedagogikens utopier (7,5hp) att ges på halvfart med början 3/11 och slut den 15/1 (kursen ges varannan vecka, ojämna veckor).

Kursens innehåll
Pedagogik och utbildning har under lång tid varit viktiga inslag inom den västerländska utopiska traditionen. I människans sökande efter ett idealsamhälle finns därför ofta föreställningar om lärande och fostran nedtecknade. Kursen behandlar sådana edutopier både som historiska fenomen och i vår egen samtid. Centrala frågor i kursen är vilka återkommande teman av pedagogisk och utbildningsrelaterad art som går att identifiera inom den utopiska traditionen, men också vilka inslag som har minskat i betydelse i samband med det moderna utbildningssamhällets framväxt.

Denna termin ges kursen helt digitalt. För frågor om kursen (schema, kursplan, litteratur), hänvisas till Daniel.lovheim@edu.su.se.

5. PUBLIKATIONER
Johnson, Anders, Anna Whitlock: reformpedagog och rösträttsledare, Förlaget Näringslivshistoria, [Stockholm], 2020

Lilliedahl, Jonathan (2020) Specialised music classes in comprehensive education: a case study of the Swedish shift from social-democratic uniformity to neoliberal diversity, Journal of Educational Administration and History, 52:2, 228-240, DOI: 10.1080/00220620.2020.1718620

Ranestad, Kristin (2020) Connecting formal education and practice to agricultural innovation in Denmark (1860s–1920): a note on sources and methods, Scandinavian Economic History Review, DOI: 10.1080/03585522.2020.1806920

Skillermark, Stina-Karin, Nya perspektiv på litteraturhistoria: utbildningsprogram om antiken, romantiken och Strindberg 1960–2012, Upplaga 1, Linköpings universitet, Institutionen för kultur och samhälle, Diss. Linköping: Linköpings universitet, 2020,Linköping, 2020
http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165824

Sköld, Johanna, Markkola, Pirjo (2020). Special issue: Historical Legacy of Child Welfare. Scandinavian Journal of History, Volume 45, 2020 – Issue 2. https://doi.org/10.1080/03468755.2020.1764383

Thuen, Harald; Volckmar, Nina (2020). «Postwar School Reforms in Norway.” Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1456

Utskick 200922

1. PUBLISH IN NORDIC JOURNAL OF EDUCATIONAL HISTORY
2. FOUTB-KURS: FÖRSKOLE- OCH BARNDOMSHISTORIA: TEORETISKA PERSPEKTIV OCH EMPIRISKA UNDERSÖKNINGAR, SU
3. ONLINE SEMINAR: “HISTORY OF KNOWLEDGE MEETS HISTORY OF EDUCATION”
4. PUBLIKATIONER

1. PUBLISH IN NORDIC JOURNAL OF EDUCATIONAL HISTORY
Nordic Journal of Educational History is an interdisciplinary journal that takes special responsibility for the communication and dissemination of educational history research of particular relevance to the Nordic region, but welcomes contributions exploring the history of education in all parts of the world. The publishing language is English and the Scandinavian languages.

Founded in 2012, the journal has now published 13 issues, including both special and open issues. During the coming years, the special issues will include a comparative issue on Sweden and France (published in cooperation with Histoire de l’éducation), an issue on International interactions between the Nordic countries, and an issue on history of education and history of knowledge. We are also planning for an edited book, compiling a selection of articles representative for our first ten years of publishing.

In this context, we want to emphasise our interest in new submissions, from the Nordic countries and elsewhere. Articles are submitted via our homepage, https://journals.ub.umu.se/index.php/njedh/index

Questions regarding choice of topics, etc, contact our senior editor henrik.astrom.elmersjo@umu.se, or any member of the editorial team (also including Anna Larsson, Björn Norlin and Johannes Westberg).

2. FOUTB-KURS: FÖRSKOLE- OCH BARNDOMSHISTORIA: TEORETISKA PERSPEKTIV OCH EMPIRISKA UNDERSÖKNINGAR, SU
Kurs på forskarnivå. Kurskod: UB30038.

Kursen ges: Höstterminen på heltid (100 %)
Kursperiod: C (3/11-3/12).

Kursen syftar till att ge kunskap om förskolans historia och barndomshistoria från 1800-talet till nutid. Den ska även ge kunskap om material, metodologi och teoretiska perspektiv som är relevanta för historiska studier inom dessa fält. Kursen innehåller en fördjupning om hur vetenskapliga perspektiv influerat förskolan och olika synsätt på barn och barndom. Häri ingår att läsa och analysera historiska vetenskapliga originaltexter och att självständigt analysera källmaterial samt att presentera sådana analyser i tal och skrift. Kursen ger träning i och kunskap om exempelvis reflektion och hantering av källmaterial, urval, kontext och att söka i arkiv (inklusive digitala arkiv), samt att identifiera problemområden och att formulera forskningsfrågor.

Intresseanmälan
Skicka din ansökan med mejl till forskningshandläggare My Bodell. Ange vilken kurs du söker till samt ditt namn, mejladress, vilket forskarutbildningsämne och universitet du är antagen till. Bifoga ett intyg som visar att du är antagen till utbildning på forskarnivå.

Företräde ges till doktorander vid Barn- och ungdomsvetenskapliga institutionen. Möjlighet att delta via zoom.

Kontakt
Vid frågor kring kursens innehåll och upplägg kontakta kursansvarig lärare Anne-Li Lindgren: anne-li.lindgren@buv.su.se

Vid administrativa frågor kontakta kursadministratör My Bodell: my.bodell@buv.su.se

Länk till kursen: https://www.buv.su.se/utbildning/kurshemsidor/kurshemsidor-forskarutbildningskurser/f%C3%B6rskole-och-barndomshistoria-teoretiska-perspektiv-och-empiriska-unders%C3%B6kningar-7-5-hp-1.489871

3. ONLINE SEMINAR: “HISTORY OF KNOWLEDGE MEETS HISTORY OF EDUCATION”
November 18, 2020, 08.00–10.00: “History of knowledge meets history of education”. Ett samarrangemang mellan LUCK och Australian Centre for Public History, Sydney.

Obs registrering krävs. Registrera dig på https://forms.gle/s1iN6SWFcUzCuaPP8

4. PUBLIKATIONER
Ahonen, Sirkka. ”The construction and deconstruction of national myths. A study of the transformation of Finnish history textbook narratives after World War II.” European Politics & Society. Jun 2020, Vol. 21 Issue 3, p341-355

Fredricson, Annelie Maria. Barnträdgårdens didaktik: Kontinuitet och förändring i talet om material och arbetssätt i tidskriften Barnträdgården 1918-1945. Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, 2020, http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182397.

Marklund, Emil (2020): Who was going to become a teacher? The socioeconomic background of primary school teachers in northern Sweden 1870–1950, History of Education, https://doi.org/10.1080/0046760X.2020.1760946

Norlin, Björn. ”Comenius, moral and pious education, and the why, when and how of school discipline.” History of Education. May2020, Vol. 49 Issue 3, p287-312.

Westberg, Johannes (2020): The transnational dissemination of the infant school to the periphery of Europe: the role of primary schools, religion, travels, and handbooks in the case of nineteenth-century Sweden, Paedagogica Historica, https://doi.org/10.1080/00309230.2020.1803936

Ydesen, Christian, and Mette Buchardt. ”Citizen Ideals and Education in Nordic Welfare State School Reforms.” Oxford Research Encyclopedia of Education. https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1450.

Ydesen, Christian; Grek, Sotiria. ”Securing organisational survival: a historical inquiry into the OECD’s work in education during the 1960s.” Paedagogica Historica. Jun2020, Vol. 56 Issue 3, p412-427

Utskick 200819

1. WEBBINARIUM: HUR KAN LÄRARNA STÄRKA SVENSK SKOLA?

2. CfP: THE RISE OF EDUCATION ACROSS EUROPEAN REGIONS IN THE LAST TWO CENTURIES

3. ISCHE 42: NYTT DATUM – 16-19 JUNI 2021

4. DOKTORANDANSTÄLLNING I OSLO MED INRIKTNING MOT UTBILDNINGSHISTORIA.

5. VÄGVAL 2020:2 SOMMARNUMMER

6. CfP: HOW COMPUTERS ENTERED THE CLASSROOM, 1960 – 2000

7. INTERNATIONAL ONLINE SEMINAR SERIES ON SCHOOL REFORM

8. PUBLIKATIONER

1. WEBBINARIUM: HUR KAN LÄRARNA STÄRKA SVENSK SKOLA?

I samband med att IVA lanserar rapporten; Fokus på lärarna – Ett kunskapsunderlag, bjuder vi in till ett webbinarium för att diskutera hinder i lärarnas vardag och vad som behövs för att de bättre ska kunna utföra sitt uppdrag så att den svenska skolan kan stärkas.

De frågor vi vill lyfta är: Hur påverkar styrningen av skolan lärarnas arbetsvillkor och förutsättningar i klassrummet? Vad säger aktuell forskning? Vilka hinder finns för lärare att utföra god undervisning som gynnar elevernas kunskapsutveckling?  Hur skiljer sig förutsättningarna för svenska lärare jämfört med lärare i andra länder?

Medverkande: Carina Byström, lärare i svenska och svenska som andra språk, Bäckhagens skola i Bandhagen; Anna Ekström, utbildningsminister; Johanna Ringarp, universitetslektor i pedagogik med inriktning i utbildningshistoria, Stockholms universitet; Daniel Sandin, författare och gymnasielärare i svenska, religionskunskap och historia, Katedralskolan i Lund; Andreas Schleicher, OECD:s utbildningschef; Björn Åstrand, universitetslektor Umeå universitet; Eva Lundgren projektledare IVAs program för att stärka svensk skola. Moderator: Jan Westberg, IVA

Datum: 27 augusti, 2020. För mer information, se https://www.iva.se/event/hur-kan-lararna-starka-svensk-skola/

2. CfP: THE RISE OF EDUCATION ACROSS EUROPEAN REGIONS IN THE LAST TWO CENTURIES

Place: University of Groningen (further details will be communicated in due time)

When: January 20th – 21st, 2021

Deadline for submitting a 500-word abstract: September 15th, 2020

As W. E. Marsden (1977) noted in his seminal paper on geography and the history of education, the diffusion of education is unevenly distributed in space and thus marked by local and regional inequalities. Economic historians have increasingly taken advantage of such variation across places to examine (i) the impact of education on economic development, (ii) the determinants of schooling and human capital – while raising important questions regarding the role of religion, landownership and political voice, industrialization and institutional reforms. In other contexts, historians and historians of education have explored regional variations in schooling through analyses of national politics of standardization and homogenization, and in studies of the local and regional contexts of education, shedding further lights on the complex settings that enabled the rise of mass schooling.

Although scholars in each field have taken important steps forward, there remains a lack of true interdisciplinary work on the local and regional variations of schooling. The aim of this workshop is to promote such work, and to provide a platform where quantitative and qualitative contributions may inform each other.

The main focus of the workshop will be the rise of primary and secondary education across European regions in the last two centuries, even though we also welcome contributions on different historical periods and world regions. More specifically, we encourage submissions from a broad range of disciplines that shed light on fundamental aspects of regional variation in schooling, its determinants and impact on social and economic development. These includes:

1. The spatial distribution of education (in terms of schools, enrolment levels, child-teacher ratios, absenteeism etc.)

2. Economy and the demand for schooling

3. Demography and education

4. Education reform and regional differences

5. School finance and teacher salaries

6. Gender educational inequality

7. The local history of schooling

Please send an extended abstract (c. 500 words) to gabriele.cappelli@unisi.it by September 15th, 2020.

Organizers:

Francisco J. Beltrán Tapia

Gabriele Cappelli

Alfonso Díez Minguela

Julio Martínez-Galarraga

Daniel Tirado

Johannes Westberg

3. ISCHE 42: NYTT DATUM – 16-19 JUNI 2021

The ISCHE Executive Committee has decided to postpone ISCHE 42 to 2021. New dates for 2021 are June 16-19.

The ISCHE Executive Committee and the Local Organizing Committee at Örebro University have established first guidelines for ISCHE 42, which will take place in 2021 in Örebro. These guidelines are available here: https://www.oru.se/contentassets/48633ee2a694446bb4cb2c6c360afaea/statement-of-the-ische-president.pdf

Please note: Our Conftool will open for withdrawals, revisions, and additional submissions in January 2021.

Questions? Email ische2020@ische.org

4. DOKTORANDANSTÄLLNING I OSLO MED INRIKTNING MOT UTBILDNINGSHISTORIA.

Senter for profesjonsstudier, OsloMet utlyser en doktorandanställning inom delprojektet ”Pedagogisk forskning, lærerutdanning og ‘kunnskap for endring’” som ingår i forskningsprogrammet ”Renewed Perspectives on Research Use in Education” (REPOSE).

För mer info se: https://www.oslomet.no/om/ledige-stillinger/stipendiat-i-profesjonsstudier-repose eller kontakta professor Fredrik Thue, thue@oslomet.no

Deadline 15 september, 2020

5. VÄGVAL 2020:2 SOMMARNUMMER

Inledning

Agneta Linné

Vägval i den statliga förskolepolitiken: Halv- eller heldagsverksamhet, i hemmiljö eller på institution

Ingrid Söderlind, Anne-Li Lindgren

Skolans nedgång i Sverige under 1500-talet

Jakob Evertsson

Lärares mångsyssleri under 1800-talets andra hälft

Johannes Westberg

Modersmålsutbildningens policy i Sverige 1957-2017

Nuhi Bajqinca

MINITEMA OM LÄRARPRESSEN

Svensk läraretidning – en fråga om facklig sammanhållning (1)

Joakim Landahl

Från fri tidning till utförsäljning – ett vittnesmål Lärarförbundets tidningsavdelning år 2013-2019 Ett vittnesmål om fri journalistik och förändring

Enikö Arnell-Szurkos

Striden om en fri och obunden fackförbundstidning

Sten Svensson

Artiklarna finns fritt tillgängliga på : https://undervisningshistoria.se/

6. CfP: HOW COMPUTERS ENTERED THE CLASSROOM, 1960 – 2000

In historical research, there are now numerous studies devoted to digital change in Europe. The term “digital change” is used to cover all the structural adjustment processes – political, economic, social and cultural – that society is undergoing both as a result of and in response to the progressive introduction of digital technology to our everyday lives. As computers became gradually smaller, more affordable and easier to use, they spread from universities and research institutions to offices, small companies, libraries, private homes and classrooms. Today they are not only used by scientists and engineers, but also by the general public. Digital technologies have gradually permeated everyday tasks and interactions at home, work, education and leisure. This development is often associated with the notion of an emerging “digital society”.

However, in research on the history of education, the question of how computers conquered the classroom, has so far been totally neglected. Almost 20 years ago, in his groundbreaking study on the implementation of new information technologies in Silicon Valley schools, Larry Cuban impressively demonstrated the importance of a historical perspective for understanding the digital present. But only recently did historians take up this challenge. Research projects and historical publications are beginning to address the role of education and training in the emergence of a “digital society”. However, comparative or transnational studies are still rare in recent research and it is almost impossible to obtain an overview of the different regional and national developments. Whilst studies in the USA are now available, the introduction of computers in European schools has not yet been comprehensively analysed. We would like to address this research gap with an edited volume that deals with the introduction of various microchip-based technologies in schools and universities in Europe. National case studies on developments in the north, south, east and west of Europe will be invited, as well as historical studies of transnational entanglements related to the introduction of new technologies in the classroom.

The individual contributions will focus on the driving forces behind the introduction of computers and other microchip-based technologies in education. In a heuristic approximation, government agencies, computer hardware and software producers, telecommunication companies, interested teachers, computer enthusiasts, students, publishers of teaching materials, professional and business associations, can all be included as influential actors or interest groups. Studies on public schools, universities and vocational schools should be considered as they are likely to play a special role in the introduction of computers. Individual historical case studies should not only focus on the purchase and implementation of digital hardware, but also on the acquisition and development of specialized software for educational purposes. However, the history of the introduction of computers in the classroom cannot be told without considering the didactic discussions about the teaching of computer literacy and IT competence.

We invite you to submit a proposal (~500 words) for a case study on how computers entered the classroom in at least one European country. Papers which also consider transnational entanglements are particularly welcome.

Please send your proposals to cflury@ife.uzh.ch and mgeiss@ife.uzh.ch by 18th September 2020.

On the basis of the proposals, an invitation will be issued to write a draft of the paper (~20’000 characters) by Spring 2021. This will then be discussed in an authors’ workshop (possibly online). Afterwards, all contributors will have the opportunity to revise and extend their draft papers. It is expected that this will be a multi-stage process. The aim is to publish this edited volume in an English-speaking publishing house with a broad reach. We hope to be able to hand over the finished manuscript to the publisher by the end of 2021.

For the full CfP, see https://www.ische.org/call-for-papers-how-computers-entered-the-classroom-1960-2000/

7. INTERNATIONAL ONLINE SEMINAR SERIES ON SCHOOL REFORM

In this time of corona, Mette Buchardt (Ålborg), Jane Gingrich (Oxford), Michael Geiss (Zurich) and Johannes Westberg (Groningen/Örebro), is organizing an online seminar series that from different perspectives deals with issues of school reform. Among other things, issues of conservatism, religion, data-based governance, and the so-called knowledge economy in the age of globalization are discussed. The speakers at the seminars are Julian Garritzmann (Frankfurt), Nelli Piattoeva (Tampere), Sussannah Wright (Oxford Brookes), and Adam Laats (SUNY).

More information, and info on how to register for these events, see https://educationreform.network/home/educational-reform-online-seminar-series/

8. PUBLIKATIONER

Agrell, Beata (2019). Maria Sandel och folkbildningen. Inte bara vett och vetande – bildningens betydelse i Maria Sandels författarskap. Stockholm: Maria Sandelsällskapet, 2019. [vetenskaplig utgåva med noter & källförteckning. E-bok, pdf; ISBN 978-91-981828-5-9.] https://mariasandel.files.wordpress.com/2019/12/agrell-b-2019_maria-sandel-folkbildningen-krympt-1.pdf

Ahonen, Sirkka. ”The construction and deconstruction of national myths. A study of the transformation of Finnish history textbook narratives after World War II.” European Politics & Society. Jun2020, Vol. 21 Issue 3, p341-355.

Burman, Anders och Landahl, Joakim (red) (2020), 1968 och pedagogiken. Södertörns högskola. http://sh.diva-portal.org/smash/get/diva2:1449391/FULLTEXT02.pdf

Bodensten, Erik (2020): A societal history of potato knowledge in Sweden c. 1650–1800, Scandinavian Journal of History, DOI: 10.1080/03468755.2020.1752301

de Coninck-Smith, Ning (2020) Gender encounters university—university encounters gender: affective archives Aarhus University, Denmark 1928–1953, Women’s History Review, 29:3, 413-428, DOI: 10.1080/09612025.2019.1611123

Garðarsdóttir, Ólöf. ”Disobedient Boys and Promiscuous Girls. Views on Institutions for Wayward Youth in Iceland 1900−1960.” Scandinavian Journal of History (2020): 1-24.

Löw Joel. Världen, Sverige och barnen: Internationell påverkan på svensk barnpolitik under välfärdsstatens framväxt i mellankrigstidens tidevarv [Internet] [PhD dissertation]. [Linköping]: Linköping University Electronic Press; 2020. (Linköping Studies in Arts and Sciences). Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165444

Rantala, Jukka (2020) Conflicting views on the teacher’s role as model citizens in Finland, 1900–1950, Paedagogica Historica, DOI: 10.1080/00309230.2020.1769146

Ringarp, Johanna, ”Fattigbjudning eller kunskapsförmedling? Stockholms arbetarkvinnors möte med Tolfterna”, Hill, Niklas & Aron Schoug (red.) (2020). Lärande i civilsamhället. En forskarantologi. Stockholm: Trinambai, s. 123-161.

Sass, Katharina (2020): Cleavage structures and school politics: a Rokkanian comparative-historical analysis, History of Education, DOI: 10.1080/0046760X.2020.1747645

Vilhjálmsson, Thorsteinn (2020): The boundaries of pleasure: the diary of Ólafur Davíðsson and the heterotopia of the nineteenth-century Reykjavík Latin School, Scandinavian Journal of History, DOI: 10.1080/03468755.2020.1776766

Östling, Johan, and David Larsson Heidenblad. 2020. “Fulfilling the Promise of the History of Knowledge: Key Approaches for the 2020s”. Journal for the History of Knowledge 1 (1): 3. DOI: http://doi.org/10.5334/jhk.24

Utskick 200529

1. LEKTORSTJÄNST I HISTORIA: SUNDSVALL
2. POSTDOKTOR I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING (UMEÅ)
3. SAVE THE DATE: 8TH NORDIC EDUCATION HISTORY CONFERENCE, 25-27 MAY 2022
4. PUBLIKATIONER

1. LEKTORSTJÄNST I HISTORIA: SUNDSVALL
Mittuniversitetet i Sundsvall lyser ut en tillsvidaretjänst som universitetslektor i historia, med inriktning mot tiden före 1800-talet.

Välkommen att ansöka senast 9 augusti:
https://www.miun.se/mot-mittuniversitetet/jobb/jobb/ledigajobb/-universitetslektor-i-historia/

2. POSTDOKTOR I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING (UMEÅ)
Umeå universitet söker en postdoktor i historia med utbildningsvetenskaplig inriktning (utbildningshistoria eller historiedidaktik). Sista ansökningsdag är 16 juni.

För mer information, se https://www.umu.se/jobba-hos-oss/lediga-jobb/postdoktor-i-historia-med-utbildningsvetenskaplig-inriktning_334785/

3. SAVE THE DATE: 8TH NORDIC EDUCATION HISTORY CONFERENCE, 25-27 MAY 2022
Den nordiska utbildningshistoriska konferenserna har organiserats sedan 1998, då Per-Johan Ödman, Urban Dahllöf och Peter Burke höll keynotes (se https://utbildningshistoria.se/nordiska-konferenser/). Senast hölls konferensen i Trondheim 2018, och på grund av pågående corona-epidemi kommer nästa nordiska konferens att gå av stapeln 25-27 maj 2022, vid Ålborgs universitet i Danmark. Arrangörer är Mette Buchardt och Christian Ydesen, och keynote speakers blir Pirjo Markkola (Tampere) och Daniel Tröhler (Wien). Temat för konferensen är ”Global and Local Historues of Education and the States”

4. PUBLIKATIONER
Félix, Ines. (2020). School journeys: ideas and practices of new education in Portugal (1890-1960) (PhD dissertation). Umeå University, Umeå. Full text: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-169276

Larsson, Germund & Westberg, Johannes (2020), ”Child Labour, Parental Neglect, School Boards, and Teacher Quality: School Inspector Reports on the Supply and Demand of Schooling in Mid‑nineteenth-century Sweden”, Historical Studies in Education / Revue d’histoire de l’éducation, vol. 32, no. 1, 145-164. https://doi.org/10.32316/hse-rhe.v32i1.4743

Lindgren, A-L & Grunditz, S. (2020) Examining Children’s and Adult’s Ways of Looking in Kindergarten: An Analysis of Documented Observations from the 1930s. In: Maarit Alasuutari, Helga Kelle and Helen Knauf, Documentation in Institutional Contexts of Early Childhood. Normalisation, Participation and Professionalism, Springer: 147-165.

Norlin, Björn (2020) Comenius, moral and pious education, and the why, when and how of school discipline, History of Education, DOI: 10.1080/0046760X.2020.1739759

Primus, Franziska & Christian Lundahl (2020) The peripherals at the core of androcentric knowledge production: an analysis of the managing editor’s knowledge work in The International Encyclopedia of Education (1985), Paedagogica Historica, https://www.tandfonline.com/doi/full/10.1080/00309230.2020.1739085

Ydesen, C. & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Jubileumsutskick 200424

***
Tiden går snabbt när nätverk har roligt! Det har nu gått ganska exakt 15 år sedan Donald Broady tog initiativ till nätverket på Historikermötet som hölls i universitetshuset i Uppsala, och mycket har hänt sedan dess inom svensk utbildningshistoria. Nätverket hålls levande tack vare all information som jag får av er, så glöm inte att skicka mig information om publikationer, workshops etc. Trevlig helg! /Johannes
***

1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
2. REMINDER: SCHOOL FINANCE REFORMS (19TH-21ST CENTURIES)
3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
4. PUBLIKATIONER

1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
History of Education Review special issue: the history of knowledge and the history of education

In recent years, the history of knowledge has developed into a thriving and dynamic subfield of historical studies, with its own specialist journals, book series and research centres, bringing together the study of a diverse range of periods, disciplines and approaches. Two programs of historical investigation in particular have emerged: first, an examination of the production, circulation and translation of knowledges outside of formal institutional structures, sometimes with a focus on historically devalued knowledges such as craft and trade knowledges; and second, an attempt to integrate histories of the natural sciences, social sciences and humanities, sometimes conceived of as an expansion of the history of science. As a field, the “history of knowledge” thus connects and overlaps with the history of science and technology, the similarly nascent field of the history of humanities, and intellectual history and the history of ideas in their various manifestations. However, less attention has to date been paid to the connections the new field might have with the history of education.

History of Education Review (Scimago 1) seeks submissions for a special issue, to be co-edited by Tamson Pietsch (UTS) and Joel Barnes (UTS), that will explore the relations and interconnections between the history of knowledge and the history of education. Submissions may examine empirical cases, focusing on any period and geographical region, or take theoretical or historiographical approaches. Authors may wish to consider questions such as:

What are the implications of centring forms of knowledge for established questions and problems in the history of education?

How does bringing the history of science and of other forms of learning into dialogue with the institutional histories of schooling, universities and technical education reframe our understandings of these institutions?

What might a focus on informal or extra-institutional knowledges bring to a field that has conventionally focused on the practices and institutions shaping formal, official knowledges? What are the relations between informal and formal knowledges, and how might attention to excluded knowledges reframe understandings of those that have historically been included within education systems?

What are the possibilities for history of knowledge methods to bring historically devalued Indigenous and non-Western knowledges more fully into the history of education?

How does thinking about the circulation of knowledge bring new perspectives to the traditional subjects of the history of education?

We seek submission of abstracts of 300 words proposing articles for consideration for publication, with full manuscripts to follow. Acceptance of an abstract does not mean acceptance of a paper and submitted papers will proceed through History of Education Review’s usual peer-review process.

Send abstracts and all queries to: joel.barnes@uts.edu.au
Abstracts due: 1 October 2020
Full manuscripts due: 1 April 2021
Planned publication: Issue 1, 2022

For more info, see https://anzhes.com/call-for-papers/

2. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
Call for a special issue to be published in French in Histoire de l’éducation, and in English or the Nordic languages in the Nordic Journal of Educational History.

In the 19th and 20th centuries, European societies generally followed, with variations in timing, rhythm and scale, trajectories of mass enrolment in primary, secondary – general as well as vocational, and higher education. At the same time, the funding schemes of these different types of education have been reshaped over the years, with changes affecting both the respective share of public and private funding, the use or exclusion of market mechanisms in the allocation of resources, and the centralization or decentralization of fiscal resources allocated to education.

Drawing on quantitative methodologies, economists and political scientists have attempted to assess the various effects of these funding schemes on the pace of development of national school systems, on the overall level of educational expenditure, and also on the level of redistribution among social classes. This research shows that these funding schemes are not neutral technical mechanisms. On the contrary, funding schemes contribute to the explanation of different features of past and present educational policies. Moreover, they represent a substantial part of the redistributive mechanisms at work in democratic societies. As such, the history of the funding schemes of education systems feeds into the ongoing reflection on the dynamics of socio-economic inequalities in European societies: an unprecedented level of inequality in the 19th century, a significant reduction in income and wealth inequalities starting after the First World War, and their resurgence since the 1980s.

In this call for papers, we encourage researchers to explore transformations in school funding schemes, their genesis, their social, economic, and political purposes, as well as their effects. This special issue will focus on two countries: France and Sweden. The aim is to fill the gaps in the respective national historiographies, but also to reveal, through comparison, the diversity of possible solutions in the management of similar challenges, such as the unequal cost of schooling in rural and urban areas, the need to balance national objectives and local socio-economic specificities, or the quest for a better use of public resources.
Among the reforms that need further examination, we would like to point out the following (this list is not exhaustive):

For the French case:
-the State taking charge of the remuneration of primary school teachers (1889) and of secondary school teachers (for the “collèges” in 1925)
-the reform of the apprenticeship tax in 1971
-the nationalization of secondary schools between the years 1950 to 1970
-the financial dimensions of school decentralization from 1982 onwards, etc.
For Sweden:
-The centralization of the remuneration of primary school teachers (1910-1930)
-The reform of the student subsidy system (1900-1950)
-The introduction of comprehensive schools in the 1950s and the comprehensive school reform of 1962 (grundskolereformen)
-The decentralization of the Swedish primary school system 1989-91 (the so-called municipalization, kommunaliseringen)
-The introduction of school vouchers (1992)

We invite the authors to be attentive to the plurality of factors that may inform the adoption of a particular reform. The reform may institutionalize previously existing financial flows that may have grown outside any clearly defined legal framework. It may also open the way to new or increased financial flows. In both cases, it is necessary to appreciate the weight of ideological and political models in the reform process. These models provide the justifications for changes in the distribution of the burdens falling on the various funders: competing conceptions of what equality implies (between individuals, gender, social classes, urban and rural territories); or alternative visions of the characteristics of “efficient” organization. Finally, the authors should, as far as possible, endeavor to assess the short-, medium-, and long-term effects of the reforms studied, without prejudging the conformity of these effects with the objectives initially pursued.

Guidelines for the authors
Proposals will include the name of the author, his/her email and institutional affiliation; a title and an abstract in French, English, or a Nordic language (700-800 words), and a bibliography.
Proposals will be sent jointly to Clémence Cardon-Quint (clemence.cardon-quint@u-bordeaux.fr) and Johannes Westberg (b.a.j.westberg@rug.nl).

Scientific committee
Articles will be submitted to a double-blind peer review. The scientific committees of Histoire de l’éducation and of the Nordic Journal of Educational History will supervise the process.

Timeline
•Deadline for submission of proposal (700-800 words): May 1, 2020.
•Answers to the authors: June 1, 2020.
•November 2020: one day workshop at the University of Bordeaux (France) to discuss the introduction and the first versions of the papers
•January 2021: delivery of the papers
•January-March 2021: double-blind peer review
•May 2021: delivery of the revised versions of the papers
•May 2021-November 2021: professional translation of the articles (funded and supervised by the organizers)
•Winter 2021: publication

3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
Eftersom en ISCHE-konferens både styrs av stadgarna för den stiftelse som har ansvaret för konferensen, och varje ISCHE-konferens påverkar nästkommande konferens då den är årlig, har det inte varit ett lätt beslut att fatta. Men det är nu klart att ISCHE 42, som skulle ha hållits i Örebro detta år, skjuts upp ett år. Exakt datum är inte fastställt, men konferensen kommer att organiseras i augusti 2021, i Örebro.

Detta innebär att antagna papers och sessioner förblir antagna. För dem som inte kan delta, kommer möjligheter att finnas att dra tillbaks sin anmälan när vår Conftool öppnar igen i januari 2021. För mer information, se https://www.ische.org/wp-content/uploads/2020/04/Guidelines-for-ISCHE-2021.pdf

4. PUBLIKATIONER

Hellstrand, Sandra (2020). Lärlingsfrågan Institutionell förändring, ekonomiska föreställningar och historiska begrepp i den svenska debatten om lärlingsutbildningen, 1890-1917. Stockholm: Institutionen för ekonomisk historia och internationella relationer, Stockholms universitet. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179092

Honkavuo, Leena. ”The history of ideas of Nordic midwives’ excursions from the early 19th century to the millennium.” Scandinavian Journal of Caring Sciences, Mar2020; 34(1): 190-198.

Merethe Roos, Studia Theologica 1/20: Educating for Ecclesia – Educating for the Nation – Theological Perspectives in Nils Egede Hertzberg’s (1827-1911) understanding of schools https://www.tandfonline.com/doi/full/10.1080/0039338X.2020.1744722

Merethe Roos ,Teologisk Tidsskrift 2/20: Luthersk og uluthersk oppdragelse. Skole- og utdanningstenkning blant norske utvandrere til Amerika. Paul Vigenstad (1839-1925) som eksempel