Utskick 210623

1. PhD-COURSE: WRITING EDUCATIONAL HISTORY. DEVELOPING NEW METHODOLOGIES (AARHUS)
2. REGISTRATION OPENS JULY 1: THE 8TH NORDIC EDUCATION HISTORY CONFERENCE 2022 (AALBORG)
3. PUBLIKATIONER

1. PhD-COURSE: WRITING EDUCATIONAL HISTORY. DEVELOPING NEW METHODOLOGIES.
DPU/Aarhus University in Copenhagen, Denmark. 22.-24. September 2021

Informed by recent theories of affects, relations, materialities, and entanglements the field of the history of education is moving in new directions. Discipline and order used to be the object of study but this is now replaced by attention to the complex and chaotic processes of coming into being where a myriad of actors are involved and where materiality, affects and education are intertwined. The use of new theories in the field of educational history is accompanied by a methodological rethinking. It broadens the conception of what historical sources might be as well as how to comprehend, approach and include various sources in the historical study.

The aim of this doctoral course is to explore and develop new approaches to writing the history of education. This will happen through lectures, and through extended self-activity and laboratory work with new methodologies and analytical strategies. Professor Joyce Goodman and Professor Maria Tamboukou will join us and give lectures reflecting on their important contributions to their field.

The course is organized and led by Ning de Coninck-Smith (ning@edu.au.dk) and Lisa Rosén Rasmussen (lisa@edu.au.dk), DPU/Aarhus University

For more info, see: https://phdcourses.dk/Course/81831

2. REGISTRATION OPENS JULY 1: 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.

Registration for the conference opens July 1st 2021

Abstract deadline is October 1, 2021

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

3. PUBLIKATIONER
Jouhki, Essi (2021) ‘Then we were ready to be radicals!’: school student activism in Finnish upper secondary schools in 1960–1967, Scandinavian Journal of History, 46:3, 383-407, DOI: 10.1080/03468755.2021.1875871

Kruse Ljungdalh, Anders (2021): The formation of impartiality: late nineteenth-century attention training and bureaucratic ethos, History of Education, DOI: 10.1080/0046760X.2021.1900405

Lundborg, Petter, Dan-Olof Rooth, Jesper Alex-Petersen, Long-Term Effects of Childhood Nutrition: Evidence from a School Lunch Reform, The Review of Economic Studies, 2021;, rdab028, https://doi.org/10.1093/restud/rdab028

Sandgren, Petter “Globalising Eton: A Transnational History of Elite Boarding Schools since 1799” (Florence: European University Institute, 2017). Now OA: https://cadmus.eui.eu//handle/1814/46566

Utskick 210517

1. TVÅ UNIVERSITETSLEKTORER I HISTORIA VID UMEÅ UNIVERSITET
2. POSTDOC: HISTORIZISING INTELLIGENCE (OSLO)
3. UPPDATERAD WEBBPLATS: LÄRARNAS HISTORIA
4. PUBLIKATIONER

1. TVÅ UNIVERSITETSLEKTORER I HISTORIA VID UMEÅ UNIVERSITET
Umeå universitet lyser ut två universitetslektorat i historia. Det ena innehåller 60 procents forsknings- och kompetensutvecklingstid i fyra år inriktad mot historia med utbildningsvetenskaplig inriktning (utbildningshistoria eller historiedidaktik). Ansökningstiden går ut den 31 maj 2021 (se vidare https://umu.varbi.com/se/what:job/jobID:392609/).

Det andra innehåller 40 procents kompetensutvecklingstid under två år utan särskild inriktning. Ansökningstiden går ut den 24 maj 2021 (se vidare https://umu.varbi.com/se/what:job/jobID:392590/).

2. POSTDOC: HISTORIZISING INTELLIGENCE (OSLO)
We are now announcing a 2,5 years post-doc position with our Historizicing Intelligence-project. The position is devoted to the project’s Work Package 1 (WP 1), which deals with the development and use of the most common IQ tests in Norway from 1990 to the present, and focuses on the tests’ role as scientific and technological tools for diagnosing intellectual disability.

Deadline is 31 July, the position starts in October/November 2021. For more info, https://www.jobbnorge.no/ledige-stillinger/stilling/203544/postdoktor

3. UPPDATERAD WEBBPLATS: LÄRARNAS HISTORIA
Hemsidan https://lararnashistoria.se/ har nyligen uppdaterats genom att den lagts ut på ett nytt digitalt innehållshållshanteringsystem – WordPress. Ytterligare uppdateringar är på väg. Lärarnas historia är en webbplats som skapats av Stiftelsen SAF, Lärarförbundet, Lärarnas Riksförbund och SFHL i samarbete med TAM-Arkiv. Webbplatsen lyfter fram lärarnas roll och betydelse, deras villkor och skolans utveckling genom de fackliga organisationerna.

Lärarnas historia är också ett initiativ för att öka tillgängligheten och forskningen på de dokument som finns bevarande. Jag som skriver heter Leif Jacobsson och jobbar på TAM-Arkiv http://www.tam-arkiv.se/ (TCO och Sacos arkiv). På vårt arkiv förvaras hundratals meter med material från lärarorganisationerna med handlingar från 1870-talet ända fram till våra dagar. Ett urval av dessa dokument har digitaliserats och arkivförteckningar gör det möjligt att orientera sig i arkiven som helhet på webben

4. PUBLIKATIONER
Kortekangas, Otso, Language, Citizenship, and Sámi Education in the Nordic North, 1900-1940 (Montreal: McGill-Queen’s University Press, 2021).

Lindmark, Daniel. (2021). Att undersöka historiska övergrepp: Arjeplogs lappskola vid 1800-talets början. OKNYTT. Tidskrift för Johan Nordlander-sällskapet, 42(1–2), 191–212. Hämtad från http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-181634

Marklund, Emil (2021). Teachers’ lives in transition: gendered experiences of work and family among primary school teachers in northern Sweden, c. 1860–1940. Diss. Umeå: Umeå universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-182593

Vikström, Emma (2021). Skapandet av den nya människan: Eugenik och pedagogik i Ellen Keys författarskap. Diss. Örebro: Örebro universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-91384

Utskick 210416

1. CfP: RECONFIGURING TIMESPACES OF CHILDHOOD (TAMPERE HUB)
2. CfP: ESSHC 2022, GÖTEBORG
3. CfP: HISTORY OF INTELLECTUAL CULTURE: INTERNATIONAL YEARBOOK OF KNOWLEDGE AND SOCIETY
4. PUBLIKATIONER

1. CONFERENCE: RECONFIGURING TIMESPACES OF CHILDHOOD (TAMPERE HUB)
Conference: Reconfiguring Timespaces of Childhood (Tampere Hub) of
Spinning the Sticky Threads of Childhood Memories From Cold War to Anthropocene Satellite conference, 20-21 October 2021, https://events.tuni.fi/recollectreconnect2021/

Memory is a productive force that (re)shapes the pasts, presents, and futures. Memories are also of and about relations (Arnold, Shepherd and Gibbs, 2008). They exist in relations with times and spaces, ourselves and others, events and objects, with humans and non-human species. It is possible to approach memories as distributed between humans and more-than-human participants. On the one hand, material objects are constitutive of (collective) memories (e.g. childhood objects, monuments, museums) and help establish social identities. How we collect, store, categorize and represent memories also gives a shape to them. On the other hand, by being virtually present in events, memories “materially affect the world (just as they themselves are affected by events)” (Fox and Alldred, 2019, 21).

Inspired by the broad theme of webs and threads, we call on participants to think about memories beyond the ‘mnemonic fever’ (Huyssen, 1995), which marks our time obsessed with recording and archiving for self-fashioning or collective heritage. We ask:

How do childhood memories connect and are connected to events that produce the world around us?
How do remembering and forgetting childhoods forge connections across times and spaces?
How do the means of (re)collecting, storing, memorizing, and (re)presenting memories affect how, what, and whose childhoods are being re-collected and produced as social identities?
How do personal memories impact the production of social (including the human and more-than-human) continuity and change?
How do childhood memories of nature and the planet – from rock collections to foraging in forests or looking after injured wildlife – form attachments to place, land and Earth during the Anthropocene, and reactivate emotions associated with geological processes and multispecies common worlds?
How do the unfinished transformations that were part of the Cold War complicate and continue to influence the trajectory of the futures in the present? Do memories carry unrealized (past) futures and anticipatory visions that disrupt the present or reconfigure the future (Craps et al. 2018, 503)?
How do practices of archiving life (in museums, and on social media, websites etc,) produce lives, biographies, selves, worlds, social identities etc.? How do objects, photos, videos, and other types of representations play a role in those?

Abstract submission NOW OPEN: https://events.tuni.fi/recollectreconnect2021/abstract-submission/
Deadline 1st of May, 2021

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 or contact us on recollectreconnect2021@tuni.fi

2. CfP: ESSHC 2022, GÖTEBORG
The 14th European Social Science History Conference 20-23 April 2022 is organized by the IISH in co-operation with the University of Gothenburg, Gothenburg, Sweden. The networks include Education and Childhood.

The deadline for paper and session proposals is 15 may 2021.

For more info, see https://esshc.iisg.amsterdam/en/esshc-conference-2022

3. CfP: HISTORY OF INTELLECTUAL CULTURE: INTERNATIONAL YEARBOOK OF KNOWLEDGE AND SOCIETY
Editors: Charlotte A. Lerg (München), Jana Weiß (Münster) and Johan Östling (Lund)

History of Intellectual Culture (HIC) is a new international and interdisciplinary open access yearbook for peer-reviewed papers, published by De Gruyter. It is the succession of the journal of the same name, founded in 1999 by Paul Stortz and E. Lisa Panayotidis at the University of Calgary, Canada. A pioneering part of open access digital publishing among history journals, it was one of the first publications to focus on the cultural dimension in the history of knowledge and ideas.

Building on this heritage, the yearbook continues to emphasize cultural dimensions of the history of knowledge and underscores that knowledge must be regarded as a fundamental category in society. In doing so, ideas, concepts, ideologies, theories, and cognitive practices are located within their social and material contexts. To understand the theory, production, practices, and circulation of knowledge, we relate intellectual traditions, discourses, lived experiences, and identities to resources, social conditions, and power structures as well as to organisations, infrastructures, and media systems. In short, we conceptualize knowledge as politically, socially, culturally, and economically formed.We welcome contributions that engage with the history of knowledge from a cultural perspective that include but are not limited to the following themes:

institutions, systems, and infrastructures
circulation (e.g. geographical, biographical, temporal)
media and materiality
practices, performances, formations, and formats
structures, agency, and power relations
resources and socials conditions
identity, memory, and community

Guided by these conceptual and methodological considerations, HIC provides a forum for publication of original research and the promotion of rigorous and critical discussion. We particularly invite new voices and early career researchers. Grounded in history we distinctly encourage interdisciplinary approaches with the aim of stimulating productive exchanges, expanding conventional notions, and enriching public discourse.

For more info, see https://www.degruyter.com/serial/HICU-B/html

4. PUBLIKATIONER
Backman Prytz, Sara & Anne-Li Lindgren (2020). Att studera förskolan utifrån historiska källor. I: Annika Åkerblom, Anette Hellman & Niklas Pramling (Red.), Metodologi. För studier i, om och med förskolan. Malmö: Gleerups.

Broberg, Åsa, Viveca Lindberg & Wärvik Gun-Britt (2021) Women’s vocational education 1890–1990 in Finland and Sweden: the example of vocational home economics education, Journal of Vocational Education & Training, DOI: 10.1080/13636820.2021.1889646

de Coninck-Smith, Ning. ”Gender Encounters University-University Encounters Gender: Affective Archives Aarhus University, Denmark 1928-1953.” Women’s History Review 29, no. 3 (2020): 413-428.

Lundh Nilsson, Fay and Per-Olof Grönberg. ”A Technical Workforce for Regional Industrial Development? Origin and Dispersion of Graduates from the Technical Secondary Schools in Malmö and Borås 1855-1930.” The Scandinavian Economic History Review ahead-of-print, no. ahead-of-print: 1-27.

Lövheim, Daniel (2021) Cold War fostering of scientific elites: International Youth Olympiads in chemistry and physics 1967–1984, History of Education, DOI: 10.1080/0046760X.2021.1890239

Westberg, Johannes, “What were the main features of nineteenth century school acts? Local school organization, basic schooling, a diversity of revenues and the institutional framework of an educational revolution”, Rivista di Storia Economica, XXXVI, no. 2, agosto 2020, 139-173. https://www.rivisteweb.it/doi/10.1410/100137

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