Utskick 190507

1. UTLYSNINGAR AV ANSTÄLLNINGAR KNUTET TILL PROJEKTET NordED
2. VÄGVAL NR 1 / 2019 – ”SKOLANS DIGITALISERING”
3. PUBLIKATIONER

1. UTLYSNINGAR AV ANSTÄLLNINGAR KNUTET TILL PROJEKTET NordED
Denne uken annonserte vi utlysninger av to stipendiater og en postdoktor knyttet til NordEd (https://www.uv.uio.no/iped/om/aktuelt/aktuelle-saker/2019/nored-project-description.pdf). Vi håper dere vil bidra til å spre disse til relevante fagmiljø og aktuelle kandidater.

https://www.jobbnorge.no/en/available-jobs/job/168520/research-fellow-in-the-nordic-education-model-pillar-1nored

https://www.jobbnorge.no/en/available-jobs/job/168532/research-fellow-in-the-nordic-education-model-pillar-3-nored

https://www.jobbnorge.no/en/available-jobs/job/168491/postdoctoral-research-fellow-in-the-nordic-education-model-nored

2. VÄGVAL NR 1 / 2019 – ”SKOLANS DIGITALISERING”

Inledning
Magnus Hultén, Jonas Hallström

Den digitala medborgarens genealogi: en historia om folkbildningsförhoppningar
Lina Rahm

En digital uppväxt och en digital framtid
Roger Säljö

Programmering i skolan
Lennart Rolandsson

Realiserad skolpolitik i en föränderlig värld – tidig datalära i grundskolan
Ulla Riis

Datalogiskt tänkande: ett förhoppningsbaserat argument för att införa programmering i skolan
Lars Björklund

Hela numret finns tillgängligt här: https://undervisningshistoria.se/

3. PUBLIKATIONER
Kortekangas, Otso. “Critically Crisscrossing Language and Contexts. A Transdisciplinary Combination of Critical Discourse Analysis and Cross-National History.”, i Wojahn, Daniel, Seiler Brylla, Charlotta & Westberg, Gustav (red.), Kritiska text- och diskursstudier, Södertörns högskola, Huddinge, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34677

Lindmark, D. (2019). National Traditions of Educational Research in Sweden. I Religion and Educational Research : National Traditions and Transnational Perspectives (1:a uppl., s. 37–50). Münster & New York. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-158149

Sköld, Johanna, Osvaldsson, Karin & Andersson, Klara, Letters Intended for Someone Else: Ethical Reflections on Access to Historical Experience in Private Collections, University of Copenhagen, Copenhagen, 2019. Link>>

Westberg, Johannes, Lukas Boser, and Ingrid Brühwiler, eds. (2019), School Acts and the Rise of Mass Schooling: Education Policy in the Long Nineteenth Century. Cham: Palgrave Macmillan. 379 pp. https://doi.org/10.1007/978-3-030-13570-6

 

Annonser

Utskick 190412

1. DOKTORANTJÄNSTER I HISTORIA (KARLSTAD)
2. SPECIAL ISSUE: EDUCARE: HISTORY OF EDUCATION 2019:1
3. POSTDOKTORER I FÖRSKOLEFORSKNING, SU
4 DEN 8e NORDISKA LÄROPLANSTEORETISKA KONFERENSEN VID ÅBO AKADEMI I VASA, FINLAND
5. PUBLIKATIONER

 

1. DOKTORANTJÄNSTER I HISTORIA (KARLSTAD)
Doktorander i historia
Nu söker vi två doktorander till vårt ämne! Vi välkomnar ansökningar oavsett inriktning, men ser gärna avhandlingsprojekt som relaterar till ämnets profil (https://www.kau.se/historia). Vi utgår från att du som doktorand kommer att delta aktivt i vår forsknings- och arbetsgemenskap. Delar av utbildningen erbjuds i samverkan med andra lärosäten och du kommer även att ges möjlighet till undervisning inom vår grundutbildning. Anställningarnas påbörjande planeras till augusti-september.

Behörighet
För att bli antagen till utbildning på forskarnivå krävs att den sökande har grundläggande behörighet och den särskilda behörighet som högskolan kan ha föreskrivit, och bedöms ha sådan förmåga i övrigt som behövs för att tillgodogöra sig utbildningen (Högskoleförordningen, 7 kap 35 §).
Grundläggande behörighet har den som avlagt en examen på avancerad nivå, fullgjort kursfordringar om minst 240 högskolepoäng, varav minst 60 högskolepoäng på avancerad nivå, eller som på annat sätt inom eller utom landet har förvärvat i huvudsak motsvarande kunskaper. Högskolan får för en enskild sökande medge undantag från kravet på grundläggande behörighet om det finns särskilda skäl (Högskoleförordningen, 7 kap 39 §).
Särskild behörighet att antas till utbildning på forskarnivå i historia har den som avlagt examen i historia på avancerad nivå och fullgjort kursfordringar i ämnet/huvudområdet historia om minst 120 högskolepoäng (hp), varav minst 30 hp på avancerad nivå där det ingår ett självständigt arbete (examensarbete) omfattande minst 15 hp.
Särskild behörighet har även den som i annan ordning, inom eller utom landet, har förvärvat de förkunskaper som beskrivs i ovanstående stycken.

Antagning
Antagning sker efter individuell prövning. Denna grundas på en bedömning av den sökandes förmåga att tillgodogöra sig forskarutbildningen. Därvid bedöms den sökandes studieresultat från tidigare utbildning, inbegripet kvaliteten på de självständiga, skriftliga arbeten av forsknings- och utredningskaraktär som ingått i utbildningen. Stor vikt läggs vid innehåll och utformning av den egna forskningsplanen, där den sökande redogör för sitt avhandlingsprojekt och dess relevans i förhållande till ämnets forskningsprofil. Stor vikt läggs också vid den sökandes avsikt att närvara i och aktivt delta i forskningsmiljön. Vi förutsätter också att den sökande är beredd att presentera sin forskning vid nationella och internationella konferenser. Sökande som antas har, efter överenskommelse, möjlighet att medverka i ämnets grundutbildning (maximalt upp till 20 % av heltid och med motsvarande förlängning av anställningen).

Karlstads universitet välkomnar sökande med olika erfarenheter och bakgrund. Vi ser mångfald och jämställdhet som en tillgång och styrka. Referenstagning och intervjuförfarande ingår.

Ansökan
Ansökan görs via universitetets webbaserade rekryteringsverktyg som du når nedan. Ansökan skall innehålla följande:
• Meritförteckning inklusive eventuella pedagogiska meriter samt vidimerade kopior av betyg,examensbevis etc.
• Kopia av examensarbeten och andra publikationer
• Personligt brev där den sökande kort beskriver sig själv och sina forskningsintressen
• Förslag till forskningsplan minst 5, maximalt 7 sidor. Forskningsplanen ska innehålla problembeskrivning, syfte, teori, tidigare forskning, källor och eventuella preliminära resultat. Forskningsplan som skrivs på svenska skall därutöver inkludera en engelsk sammanfattning om ca 500 ord)
• Övriga handlingar som sökanden önskar åberopa
• Uppgift om referenspersoner, alternativt rekommendationsbrev
Sista ansökningsdag: 18 april 2019

Mer info: https://kau.varbi.com/se/what:job/jobID:257894/iframeEmbedded:0/where:4

 

2. SPECIAL ISSUE: EDUCARE: HISTORY OF EDUCATION 2019:1

Vad händer inom utbildningshistoria – några nedslag
Thom Axelsson

Koblinger mellem økonomi og uddannelse et rids af dansk transnational uddannelseshistorie
Christian Ydesen, Karen E. Andreasen

Psykiatri og professionssamarbejde – betydningen for differentiering i skolesystemet i Danmark i 1930-1950
Bjørn Hamre

Educational history in the age of apology: The Church of Sweden’s “White book” on historical relations to the Sami, the significance of education and scientific complexities in reconciling the past
Björn Norlin, David Sjögren

Ett enande band bland Nordens alla samer: Slöjd på Samernas folkhögskola
Johan Hansson

Vardagligt samspel och mobila sängar i barnstorlek – en visuell historisk analys av vilan i förskolan
Sofia Grunditz, Anne-Li Lindgren, Sofia Frankenberg

Artiklarna fritt tillgängligt på: https://ojs.mau.se/index.php/educare/issue/view/59
3. POSTDOKTORER I FÖRSKOLEFORSKNING
vid Barn- och ungdomsvetenskapliga institutionen. Sista ansökningsdag: 2019-05-20.
Vid Barn- och ungdomsvetenskapliga institutionen vid Stockholms universitet arbetar omkring 130 medarbetare som bedriver undervisning och forskning inom barn- och ungdomsvetenskap, förskoledidaktik, barnkultur och fritidspedagogik. Denna utlysning är kopplad till ämnet förskoledidaktik och den är förlagd till Avdelningen för förskollärarutbildning och förskoleforskning (FUFF).

Projektbeskrivning
Syftet med denna utlysning är att utveckla empirisk och teoretisk forskning i förskoledidaktik i relation till ett eller flera av de sex utpekade forskningsområden som finns vid FUFF: 1) Värden, mångfald, jämställdhet och hållbarhet, 2) Interventionsstudier, 3) Historiska studier, 4) Utvecklingens och lärandets ekologier, 5) Visuell, estetisk och etisk kunskapsproduktion, och 6) Professionsstudier (se: Barn- och ungdomsvetenskapliga institutionen/Förskoledidaktik).

Arbetsuppgifter
I arbetsuppgifterna ingår att genomföra och publicera egen forskning, söka externa forskningsmedel som placeras vid institutionen, delta i och leda forskningsseminarier, samt att undervisa. I anställningen ingår egen forskning (80 %) och undervisning på samtliga nivåer (20 %).

Behörighetskrav
Behörig att anställas som postdoktor är den som har avlagt doktorsexamen i förskoledidaktik, barn- och ungdomsvetenskap, pedagogik, psykologi, historia, sociologi eller närliggande ämne, eller har motsvarande tvärvetenskaplig kompetens.

Bedömningsgrunder
Grund för bedömning är förmåga att utveckla och genomföra forskning, av god kvalitet samt pedagogisk förmåga. Den sökande ska kunna dokumentera god vetenskaplig skicklighet genom kvaliteten på sin avhandling och andra publikationer. Sökande ska bedriva forskning om en eller flera viktiga samhällsutmaningar och som har en tydlig relation till något av de sex forskningsområden i förskoledidaktik som nämnts ovan. En forskningsplan (max 3 sidor) bifogas ansökan, där det framgår vilken forskning den sökande avser att bedriva och hur den relaterar till forskning i förskoledidaktik och där samhällsutmaningen definieras. Den sökande ska ha såväl förmåga att samarbeta som förmåga och lämplighet i övrigt som behövs för att fullgöra arbetsuppgifterna väl. Examen ska vara avlagd högst tre år före ansökningstidens utgång. Vid tillsättningen kommer särskild vikt att fästas vid vetenskaplig skicklighet.

Upplysningar om anställningen lämnas av föreståndare Anna Palmer, tfn 08-120 762 34, anna.palmer@buv.su.se

Sista ansökningsdag: 2019-05-20

 

4. DEN ÅTTONDE NORDISKA LÄROPLANSTEORETISKA KONFERENSEN VID ÅBO AKADEMI I VASA, FINLAND
Den 7-8 november 2019 hålls Den åttonde nordiska läroplansteoretiska konferensen vid Åbo Akademi i Vasa, Finland. Konferensen har ambulerat mellan lärosäten i Sverige och Norge vartannat år med början 2005 vid Uppsala Universitet. Senast hölls den i Göteborg och denna gång äger konferensen rum i Vasa vid Fakulteten för pedagogik och välfärdsstudier, Åbo Akademi.

Temat 2019 är Att teoretisera läroplansarbete, didaktik och ledarskap i en transnationell tid. Konferensen pågår i två dagar, med keynotes, seminarier och paneldiskussion samt en gemensam konferensmiddag på kvällen. Konferensen är begränsad till antalet deltagare. Det lilla formatet ser vi som en förutsättning för att ha tid att reflektera över frågor som rör läroplansteorins utveckling och ställning i Norden och internationellt. Tanken är att ge möjlighet till tankeutbyte, möten och initiering av olika former av samarbeten. Både doktorander och seniora forskare är välkomna att presentera sina artikel- och forskningsprojekt inom eller med anknytning till läroplansteori under parallella paper-sessioner. Presentationer kan ske på nordiska språk eller engelska. Konferensen siktar på att publicera en redigerad volym.

Anmälan och närmare information: http://blogs2.abo.fi/nordisk-laroplansteoretisk-konferens2019/

 
5. PUBLIKATIONER
Jakob Evertsson, ”Gustav Vasa och skolans avfolkning: undervisningens roll i förhandling om traditionell religion under tidig reformationstid i Sverige”, Svensk teologisk kvartalskrift 95:1 (2019), 33-52.

Giota, Joanna & Ingemar Emanuelsson (2018) Individualized teaching practices in the Swedish comprehensive school from 1980 to 2014 in relation to education reforms and curricula goals, Nordic Journal of Studies in Educational Policy, 4:3, 144-155, https://doi.org/10.1080/20020317.2018.1541397

Grönberg, P.-O. (2019). The Peregrine Profession: Transnational Mobility of Nordic Engineers and Architects, 1880-1930.

Josephson, Peter & Karlsohn, Thomas (red.), Universitetets gränser, Arche Press, Göteborg.

Milewski, Patrice, Christian Ydesen, and Karen E. Andreasen. ”Mental Testing and Educational Streaming in Ontario and Denmark in the Early Twentieth Century: A Comparative and Transnational Perspective.” Paedagogica Historica (2019): 1-20.

Westberg, Johannes, “Basic Schools in Each and Every Parish: The School Act of 1842 and the Rise of Mass Schooling in Sweden”, in Westberg, Johannes, Lukas Boser, and Ingrid Brühwiler, eds. (2019), School Acts and the Rise of Mass Schooling – Education Policy in the Long Nineteenth Century. Cham: Palgrave Macmillan, 195-222. Open Access: https://doi.org/10.1007/978-3-030-13570-6_9

 

Utskick 190311

1. WORKSHOP: GLOBAL GIRLHOODS: FROM IMAGININGS TO EMBODIED EXPERIENCES
2. DOKTORANDPLATSER I HISTORIA (LiU)
3. CfP: ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION
4. CfP: CHANGING ATTITUDES TOWARDS MEDICAL UNCERTAINTY AT THE RESEARCH UNIVERSITY FROM THE 1880S
5. PUBLIKATIONER

1. WORKSHOP: GLOBAL GIRLHOODS: FROM IMAGININGS TO EMBODIED EXPERIENCES
Department of Thematic Studies – Child Studies Linköping University. 11-12th of April 2019

Young girls have been overlooked in recent scholarship. On one hand, Girlhood Studies has mainly focused on the teenage girl overlooking challenges specific to younger children, on the other hand research in Child Studies rarely isolate gender as the main focus of study. This workshop wants to bring together Child Studies and Girlhood Studies researchers to explore the notions of and practices of the young girl-child.

This workshop is a collaboration between girlhood researcher Natalie Coulter from York University Canada and child studies researcher Anna Sparrman from Linköping University, Sweden. The workshop takes as its starting point that the girl is a cultural construct. She is a discursive formation onto which social anxieties and debates are often inscribed. The girl has been used as an image to justify many things. She is an image of the future, as a girl becoming, and she is an image of failure, needing to be saved. The purpose of this workshop is to reposition, relocate and reframe the young girl-child age 2 to approximately 12 years old by e.g. asking:

What does it mean to be a young girl?
Which girls are visible and which invisible?
What images/imaginations of the young girl do we live with?
What do these images/imaginings tell us about the contemporary moment?
What do actual girls do in everyday life?
How do girls themselves negotiate, engage, take up, resist or reassemble the cultural frames of girlhood offered to them?
What do girls’ responses reveal about the contemporary moment of girlhood?
Do young girls have equal opportunities in what they want to do?

We welcome a wide range of scholarship, particularly work that addresses issues of race, sexuality, gender binaries, class, and the body. We also welcome PhD-students, and scholars across the academia. The idea is to mix presentations with informal collaborations.

Abstract
Send in an abstract of 150 words to anna.sparrman@liu.se and/or ncoulter@yorku.ca by the 15 March 2019.

Costs
There is no fees to participate but each participant needs to be self-funded (travel, food and accommodation). NOTA BENE, if we receive funding in March we will be able to help defray costs for the participants.

For questions or information contact: Anna Sparrman (anna.sparrman@liu.se) or Natalie Coulter (ncoulter@yorku.ca).

For more information, see https://liu.se/nyhet/global-girlhoods

2. DOKTORANDPLATSER I HISTORIA (LiU)
Linköpings universitet söker doktorander till flera forskarutbildningar med historisk inriktning:

*1 doktorand i historia (ansök senast 2019.04.12)
*2-3 doktorander i Tema Kultur och samhälle (ansök senast 2019.04.12)
*4 doktorander i Pedagogiskt arbete, varav en med historiedidaktisk inriktning (ansök senast 2019.03.26)

Mer information finns via https://liu.se/jobba-pa-liu/lediga-jobb

3. CfP: ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION
June 11.-12. 2019, University of Oulu, Oulu Finland.

The theme of the 2019 FSHPE conference is the meanings of global and local in the history and philosophy of education.

On one hand the tradition of philosophy of education is borne out of ideas that have sustained a certain degree of generality. Such ideas relate to ethics, human rights, good life, and values, for example. While such ideas flow across nation borders and thus could be seen as global themselves, can they be defended as substantially universal? And if yes, to what extent and on what grounds?

On the other hand the ongoing process of globalization and shared common problems connected to it (e.g. climate change, refugee crises, rootlessness and political populism) have created a strengthening need for educating globally-minded citizens (according to e.g. Nussbaum) who are able to communicate straightforwardly with each other (according to e.g. Habermas). This is to say that regardless of the stance one has toward the philosophical question of universalism, these global problems exist and require that individuals with different backgrounds and values work together to solve them.
As a result, educational institutions, programs and policies in different continents find value in global trends and many school-related practices have become increasingly alike. Are the local ways of knowing and acting endangered at this time? While the right and left wing extremists raise concerns in many public and private arenas, is there a way in education to counteract such radicalism while fostering rootedness in the face of globalism? Furthermore, is there something that can be learned from the history of education that can help us tackle the challenges of today?

The program committee of the annual meeting of the Finnish Society for History and Philosophy of Education invites senior and young researchers, students and other curious minds to explore the meanings and questions of global and local in the history and the philosophy of education. However, the call is open and submissions do not have to address the theme directly. Presentations are welcome in English, Finnish and Sweden.

Deadline and Submission Format
Deadline for abstracts (no longer than 1 page) must be submitted by March 15, 2019 to FSHPE2019submissions@gmail.com. Decisions will be announced April 10, 2019.
Note : the conference has no fee

Call for Papers *EXTENDED*: Kasvatuksen historian ja filosofian kesäpäivät / Annual meeting of the Finnish Society for History and Philosophy of Education, 11.-12.6. 2019, Oulu

4. CfP: CHANGING ATTITUDES TOWARDS MEDICAL UNCERTAINTY AT THE RESEARCH UNIVERSITY FROM THE 1880S
Exploratory workshop funded by the Joint Committee for Nordic Research Councils for the Humanities and the Social Sciences (NOS-HS) 7-8 November 2019, University of Helsinki, Finland

Even the continuously succeeding breakthroughs in medical science never will be able to take away uncertainty completely in clinical decision making and therapeutic treatments. The risks of an insufficient degree of tolerance of ambiguity are well known and therefore there is general agreement about the need of more attention for it in the curriculum. However, how to realise this ambition is much less clear. Our project, called “Changing attitudes towards medical uncertainty in the training of physicians” addresses this shortcoming, through a strong interdisciplinary approach, yet starting primarily from a historical orientation.

In this workshop we want to explore the history of changing attitudes towards medical uncertainty in the training of (primary care) physicians from the gradual introduction of the research university in the 1880s, when medicine increasingly came to be regarded as an ‘objective’ natural science. To what extent and in which way there was and is (still) room for ‘medical uncertainty’ during this development in the basic training of physicians, and how did these approaches develop due to changing circumstances and conditions in society? According to their professors, what kind of attitude future physicians had to adopt in the discussion between the extremes of a specialised focus on the disease and disease causation as opposed to a clear holistic approach, paying attention to the individual patient, to his or her entire medical and psychological background and to all sorts of factors of uncertainty? One option, which often has been tried out, was the introduction of courses on the ‘encyclopaedia and history of medicine’, following the example of leading German universities. However, to what extent and in which way these courses were indeed used to compensate for the increasing scientification of medical education in the laboratories is much less clear.

We encourage possible participants to focus their research on the different strategies of dealing with medical uncertainty in the basic training of future physicians, also by taking notice of the possible tensions between the pre-clinical stage of their education and the clinical phase. Most probably, for many students, hearing about this challenge in theoretical lessons was something completely different than being confronted with it in a practical way at the bedside. Through a case study approach, interested scholars are supported to look for the specificities of the institutional, local, regional or national framework, preferably placing these discussions to some extent also in a transnational, comparative context.

Geographically the focus is on the Nordic countries, but not exclusively. On the one hand medical education in the Nordic countries generally followed a similar development as in other parts of Europe. On the other hand, however, the climate and the vast geographical expanse of a thinly populated region resulted in some common distinctive characteristics, such as an extensive medical training and a difficult transfer of medical knowledge from centre to periphery. Many of these well defined challenges are valid up to today. Against this background it is significant to investigate the possibly common attitudes towards medical uncertainty as part of the training of physicians in Northern Europe

Practical instructions Proposals for presentations (approximately 400 words) should be submitted to Pieter Dhondt (pieter.dhondt@uef.fi), before the 1st of July 2019. Presentations must be no longer than 25 minutes, followed by 15 minutes discussion time. The results of the workshop will be submitted for publication as an edited volume in the series “History of Science and Medicine Library” of Brill (Leiden).

The workshop will be organised in collaboration with the International Commission for the History of Universities. Members of the commission are invited to participate in the conference with a presentation that fits the specific theme of the workshop or that, in a more general perspective, studies the question of how scholars have attempted to cope with uncertainty since the Scientific Revolution. Practically, parallel sessions will be organised focusing respectively on the theme of the workshop and on scientific uncertainty from a wider point of view, yet at the same time sufficient plenary events will be organised in order to create a community spirit among all the conference participants.

Organising committee: Pieter Dhondt (University of Eastern Finland), Sari Aalto and Laura Kolbe (University of Helsinki) Scientific committee: Pieter Dhondt (University of Eastern Finland), Eivind Engebretsen (University of Oslo), Anne Katrine Kleberg Hansen (University of Copenhagen), Peter Nilsson (Lund University)

5. PUBLIKATIONER
Dahlstedt, Magnus, Andreas Fejes, Neoliberalism and Market Forces in Education. Routledge 2019. https://www.routledge.com/Neoliberalism-and-Market-Forces-in-Education-Lessons-from-Sweden/Dahlstedt-Fejes/p/book/9781138600881

Husz, Orsi & Nikolas Glover (2019): Between Human Capital and Human Worth, Scandinavian Journal of History, https://doi.org/10.1080/03468755.2019.1578687

Otso Kortekangas, Merja Paksuniemi, Heikki Ervast, ”Milestones of Basic Education in Finland: Pedagogy, Structure and Language”, i Merja Paksuniemi och Pigga Keskitalo (eds.), Introduction to the Finnish Educational System (Leiden and Boston: Brill Sense 2019). 1-13.

Larsson, E. (2019). Boys and Girls in the Service of Total War : Defense Service Training in Swedish Schools During World War II. In War and Childhood in the Era of the Two World Wars (pp. 113–127). Cambridge. https://doi.org/10.1017/9781108671965.007

Lundahl, Christian (2019) Making testers out of teachers: the work of a Swedish State Research Institute 1946–1956, History of Education, DOI: 10.1080/0046760X.2019.1565422

Rahm, Lina (2019). Educational imaginaries a genealogy of the digital citizen (diss. Linköping), http://liu.diva-portal.org/smash/record.jsf?pid=diva2%3A1281888&dswid=3063

Svensson, Robert (2019). Från träningsoverall till trenchcoat: Tränarpositionens förändring inom svensk herrelitfotboll mellan 1960- och 2010-talet. Diss. Örebro : Örebro universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-70256

Wikberg, Stina (2018). ”Bildämnets historia.” I: Estetiska ämnen och genus, Eva Skåreus (red.). s. 29-45.

Utskick 190211

1. KONFERENS: BILDUNG AND EDUCATION IN THE LONG EIGHTEENTH CENTURY (KONGSBERG)
2. EXTENDED DEADLINE: FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES (2017-2018)
3. VÄGVAL NR 4 / 2018, “MOTSTÅND OCH KOMPROMISSER”
4. ANNUAL CONFERENCE OF THE INTERNATIONAL SOCIETY FOR RESEARCH ON TEXTBOOKS AND EDUCATIONAL MEDIA
5. TVÅ DOKTORANDPLATSER I PEDAGOGIK (SU)
6. PUBLIKATIONER

 

1. KONFERENS: BILDUNG AND EDUCATION IN THE LONG EIGHTEENTH CENTURY (KONGSBERG)
1700-tallet får stadig mer oppmerksomhet i både nasjonal og internasjonal forskning. Den økte interessen kan skyldes at det er i denne perioden den moderne verdensanskuelsen finner sin form. Tankeformer og ideer fra 1700-tallet er viktige fordi de strukturerer vår virkelighetsoppfatning og våre forestillinger den dag i dag.

Norsk selskap for 1700-tallsstudiers nye styre skal organisere konferansen i 2019 under ledelse av Merethe Roos. Styret består ellers av Anita Wiklund Norli, Kjell Lars Berge, Håkon Evju, Randi Davenport og Anne Svånaug Blengsdalen.
Konferansen i 2019 vil finne sted på Kongsberg i uke 35, 29. – 31. august. Tema for konferansen er: Danning og utdanning i det lange 18. århundre.

Title of the 2019 Conference at Kongsberg: Bildung and Education in the Long Eighteenth Century.

Våre to keynote speakers er på plass:
Professor emerita Randi Margrete Selvik, NTNU: ”Musikk i danning og utdanning på 1700-tallet.”
Professor Esbjörn Larsson, Uppsala universitet: ”En lycklig mechanism: introduktionen av växelundervisning med Sverige som exempel.”

Program og frister
Frist for sammendrag på inntil 200 ord er fredag 15/3. Sammendrag sendes med emnetittel: ”Abstract, 1700-tall” til anne.s.blengsdalen@usn.no Det legges opp til frie foredrag på 20 min. + 10 min. diskusjon.

För mer information, se https://www.1700-tallet.no/
2. EXTENDED DEADLINE: FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES (2017-2018)
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best journal article in Danish, Norwegian, or Swedish on the history of children, childhood, or youth (broadly construed) published in 2017 or 2018. The award consists of a plaque and a check for $250 US. The winner will be announced in the Summer of 2019.
Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible. To nominate an article, send via email a PDF version of the article by February 15, 2019 to each of the Award Committee Members.

The Society for the History of Children and Youth (SHCY) har glädjen att välkomna nomineringar till bästa tidskriftsartikel på danska, norska eller svenska inom barndoms- eller ungdomshistoria som publicerats år 2017 eller 2018. Priset består av ett diplom och en prissumma på $ 250 US. Vinnaren meddelas sommaren 2019. Nomineringar är välkomna från förlag, redaktörer och forskare, och från författarna själva. Nuvarande medlemmar i priskommittén, SHCY:s ledning eller anställda vid SHCY får inte nominera bidrag. För att nominera en artikel, skicka en PDF-version av artikeln via e-post senast den 15 februari 2019 till var och en av medlemmarna i priskommittén.
Professor Anna Larsson (Prize Committee Chair)
Institutionen för idé- och samhällsstudier
Umeå universitet, Sverige
E-mail: anna.larsson@umu.se

Professor Mette Buchardt
Center for Education Policy Research
Institut for Læring og Filosofi
Aalborg universitet, Danmark
E-mail: mb@learning.aau.dk.

Professor Astri Andresen
Institutt for arkeologi, historie, kultur- og religionsvitenskap
Universitetet i Bergen, Norge
E-mail: astri.andresen@uib.no

 
3. VÄGVAL NR 4 / 2018, “MOTSTÅND OCH KOMPROMISSER”

Sara Backman Prytz
Inledning

Fredrik Bertilsson
Nya universitetsregler vid 1700-talets mitt

Germund Larsson
Rökande skolungdom: förbud, undervisning och självbestämmande

Magnus Hulthén
Hur Sverige fick målrelaterade betyg

Roger Bodin
Lärarna utvecklar sin egen yrkesetik

Johanna Ringarp
Recension: Att möta tidens krav

Det nya numret finns tillgängligt här: https://undervisningshistoria.se/

 
4. ANNUAL CONFERENCE OF THE INTERNATIONAL SOCIETY FOR RESEARCH ON TEXTBOOKS AND EDUCATIONAL MEDIA
e.V. in cooperation with Pädagogische Hochschule Graubünden (PHGR) in Chur (Switzerland) from October 4 to 6, 2019

Migration, emigration, immigration – for economic, political, religious, medical, social and other reasons with different variants of inclusion or exclusion within the host countries – have been very important issues of both current and former educational systems.

The international conference aims at finding, identifying and presenting the results of studies on educational media as specific pedagogical tools for the daily practice of teaching and education of multiple and numerous children separated from their homeland. It will deal with the relationship of migration and educational media regarding:

• manuals, school- or textbooks and other educational media prepared by emigrants for their own children;
• manuals, school- or textbooks and other educational media prepared by local authors of the host country for the immigrant children and/or for the majority to integrate migrants into the receiving society;
• manuals, school- or textbooks and other educational media prepared by the authors in the home country for the children who went abroad to maintain their ties with motherland;
• multiethnicity and multilingualism, cultural memory and identity problems as challenges for migrants’ educational media in all regions and states, especially in, border areas;
• depictions of migrants and migration in educational media from different cultures and periods;
• influences of religions and denominations, cultures and language varieties in educational media and instruction/teaching;
• learning to read and write native and official languages, native and other canons in literature in educational media;
• etc.

We are looking forward to methodically founded contributions from historical, actual and comparative perspectives. Textual, content- and visual-analytic, inter-textual or contextual analyses are welcome.

We invite educational scientists, historians, sociologists, ethnologists, philologists, psychologists and other scientists, teachers, authors of educational media, and representatives from educational politics, administration, and publishing houses to present a paper.

The working languages of the conference are German and English.
Please send your proposal with a maximum of 2,000 characters (incl. spaces) until April 30, 2019, at the latest to the President of the Society, Prof. Dr. Eva Matthes.
E-Mail: eva.matthes@phil.uni-augsburg.de
Please convey also some short information about yourself (place of activity, etc.).

Feedback regarding the approval or disapproval of the proposal will be given until May 31, 2019.

For more information, see https://www.philso.uni-augsburg.de/en/lehrstuehle/paedagogik/igschub/news/

 
5. TVÅ DOKTORANDPLATSER I PEDAGOGIK (SU)
vid Institutionen för pedagogik och didaktik. Sista ansökningsdag: 2019-03-01.
Institutionen för pedagogik och didaktik är en av de större institutionerna vid Stockholms universitet, samhällsvetenskaplig fakultet. Pedagogik är en forskningsdisciplin som studerar frågor kring utbildning, utveckling och lärande i relation till kulturella och samhälleliga kontexter. Forskningen vid institutionen bedrivs inom olika forskningsgrupper, som presenteras på Forskningsgrupper vid Institutionen för pedagogik och didaktik. För information om den utbildningshistoriska forskningsgruppen, se https://www.edu.su.se/forskning/forskargrupper/utbildningshistoria-och-utbildningssociologi/forskargruppen-för-utbildningshistoria-och-utbildningssociologi-1.48289

För mer information om utlysningen, se https://www.su.se/om-oss/jobba-på-su/doktorandplatser?rmpage=job&rmjob=8133&rmlang=SE

 
6. PUBLIKATIONER
Bengtsson, E., & Prado, S. (2018). The rise of the middle class: The income gap between salaried employees and workers in Sweden, 1830–1935. (Lund Papers in Economic History. General Issues, 2018:186

Hammar, Isak (2018): A conflict among geniuses: challenges to the classical paradigm in Sweden, 1828–1832, History of Education, DOI: 10.1080/0046760X.2018.1543458

Larsen, Christian, “The Danish secondary schools 1880-1950: national legislative framework and local implementation”, Nordic Journal of Studies in Educational Policy, DOI 10.1080/20020317.2018.1450604

Larsen, Christian, ”Læreren som landmand: Skoleloddens historie 1780-1900”, Erhvervshistorisk Årbog 2018, no. 2: 1–47, https://tidsskrift.dk/eaa/article/view/111711/160673

Larsen, Christian, ”Børneskæbne i protokollerne: Arkivalier om børns skolegang og undervisning i 1800-tallet”, Personalhistorisk Tidsskrift 2018: 45–68.

Larsen, Christian, ”Med læreren på pædagogisk studietur”, Frederiksberg Gennem Tiderne 2018: 115–131.

Lindgren, Anne-Li. (2018). Towards an ethics of sexuality – alternative feminist figurations and a (boy) child: a close reading of a prize-winning sex education manual from the early twentieth century, Gender & Education, online: https://doi.org/10.1080/09540253.2018.1440282

Utskick 190110

1. EDUCATION AND VIOLENCE: SPECIAL ISSUE NJEdH
2. CFP: SKOLKRISTANKAR: EN ANTOLOGI OM SKOLKRISDEBATTER
3. FORSKARUTBILDNINGSKURS: PEDAGOGIKENS UTOPIER, 7,5 hp, SU
4. UDDANNELSESHISTORIE 2018 – TEMA: ”LÆREMIDLER – OM MATERIALITET OG ORD I PRODUKTION OG PRAKSIS”
5. PUBLIKATIONER

1. EDUCATION AND VIOLENCE: SPECIAL ISSUE NJEdH
Full issue available here: http://ojs.ub.umu.se/index.php/njedh/issue/view/10

Introduction
Exploring Violence(s) in the History of Education, Björn Norlin

Articles
”I kjærlighedens tjeneste”: Straffens legitimitet i oppdragelse og undervisning, Øystein Skundberg, Harald Thuen

Kärleksfullt tilltal, kvarsittning eller kroppsaga: En modellgenererande undersökning om korrektionsmedel i 1800-talets folkskolereglementen, David Sjögren

Gradual Changes to Discipline: A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act, Karoliina Puranen, Matti Roitto

Discipline and Punish at Camp: Citizenship and the Issue of Violence at a Swedish Boy Scout Camp, Björn Lundberg

Fabricating and Governing the Swedish School Pupil: The Swedish Post-War School Reform and Changing Discourses of Discipline and Behaviour, Jonas Qvarsebo

Understanding Pupil Violence: Bullying Theory as Technoscience in Sweden and Norway, Cecilie Boge, Anna Larsson

2. CFP: SKOLKRISTANKAR: EN ANTOLOGI OM SKOLKRISDEBATTER
Tanken om skolans kris har varit ett livskraftigt utskott i 1900-talets och samtidens skoldebatt. I detta vildvuxna narrativ om utbildningsväsendets akuta och strukturella problem har debattörer vid olika tidpunkter både återanvänt äldre skolkristankar och lanserat nya perspektiv på skolans kris. Problemen har, för att nämna några saker, rört frågor om undermåliga skollokaler, skolgårdar och skolmåltider; lärarbrist och lärarnas kvalifikationer; elevernas disciplinsvårigheter; felaktig viktning av undervisningsinnehållet; brister i de metoder som lärarna använt och elevernas begränsade kunskaper. Gemensamt för dessa dystra beskrivningar av verkligheten har varit att de bildat utgångspunkter för förslag till reformer och förbättringar inom utbildningsområdet.

Med detta call for paper avser vi sätta själva skolkrisdebatten under granskning. Den planerade antologin strävar efter att genom historiska tillbakablickar och samtida jämförelser få djupare kännedom om karaktären av påstådda krisfenomen, lösningar på skolans påstådda kris, värderingar av skolan som sådan och elevernas resultat. Syftet med antologin är att upptäcka, diskutera och problematisera gemensamma och skiftande drag i dystopiska verklighetsbeskrivningar, hyperbol retorik och framtidsvisioner från olika tidsperioder.
Vi välkomnar bidrag från olika samhällsvetenskapliga och humanistiska discipliner. Abstrakt på max 200 ord (och fyra nyckelord) skickas per mejl till david.sjogren@edu.uu.se senast den 1/3 2019.

Vi planerar ventilera artikelutkast under en workshop i Uppsala i september 2019. Färdiga artiklar (om 6 000–8 000 ord) ska vara inlämnade 1/12 2019. Språket är svenska. Utgivning av antologin planeras till våren 2020. Vid eventuella frågor vänligen hör av er till någon av redaktörerna.

David Sjögren david.sjogren@edu.uu.se
Joakim Landahl joakim.landahl@edu.su.se
Johannes Westberg johannes.westberg@oru.se

3. FORSKARUTBILDNINGSKURS: PEDAGOGIKENS UTOPIER, 7,5 hp, SU
På Institutionen för pedagogik och didaktik vid SU kommer att ge forskarutbildningskursen Pedagogikens utopier 7,5 hp på halvfart med början 26/3 och slut den 9/6 (kursen ges varannan vecka, jämna veckor).

För frågor om kursen (schema, kursplan, litteratur), hänvisas till

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.

I anslutning till kursen kommer också forskarsymposiet ”Moderna pedagogiska utopier” att hållas, 26/4 2019.

4. UDDANNELSESHISTORIE 2018 – TEMA: ”LÆREMIDLER – OM MATERIALITET OG ORD I PRODUKTION OG PRAKSIS”

Innehåll:
Lisbeth Haastrup og Lisa Fälling Andersen
Læremidler i skolens praktiske fag

Mette Vibjerg Hansen og Pernille Reuther Holm
Uden hjælpemidler – ingen skole

Anna Karlskov Skyggebjerg
Til gavn og fornøjelse for de små – didaktik og æstetik i ABC-billedbøger på vers

Dagrun Skjelbred
Om forord i norske abc-bøker i 200 år

Karoline Baden Staffensen
Rochows mange børnevenner – en undersøgelse af de danske Rochow-versioners tilblivelse, udformning og udbredelse

Jens Bennedsen og Anette Eklund Hansen
Anskuelsestavlens historie og digitaliseringen af det moderne gennembruds læremiddel

Signe Holm-Larsen
Udflytninger, centralisering og liberalisme – uddannelserne i folketingsåret 2017-2018

Christian Larsen
Dansk uddannelseshistorisk årsbibliografi 2017

Anmeldelser

Jesper Eckhardt Larsen
Årsberetning for Selskabet for Skole- og Uddannelseshistorie 2018.

För mer information, se http://www.uddannelseshistorie.dk/index.php?option=com_content&view=category&layout=blog&id=8&Itemid=10

7. PUBLIKATIONER
de Coninck-Smith, Ning. ”Thinking About Architecture and Governance: A Postscript.” In Making Education: Material School Design and Educational Governance, edited by Ian Grosvenor and Lisa Rosén Rasmussen, 213-19. Cham: Springer International Publishing, 2018.

Karlsson Sjögren, Åsa. ‘Poor Girls’ Schooling and Transitions of Gender and Class’. Revisiting Gender in European History, 1400-1800, 2018, pp. 78–99, http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148326.

Lindmark, Daniel. ‘Peter Fjellstedts syn på uppfostran och undervisning’. Visioner för en bättre värld : Pietismen som transnationell, reformatorisk och utopisk drivkraft, 1st ed., Lunds universitets kyrkohistoriska arkiv, 2018, pp. 101–123, http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-154677.

Norlin, Björn. ”Making the Schoolyard: Recess, Recreation, Play, and Other Pedagogical Incentives to Regulate Outdoor School Spaces in Seventeenth- and Eighteenth-Century Sweden.” In Making Education: Material School Design and Educational Governance, edited by Ian Grosvenor and Lisa Rosén Rasmussen, 33-48. Cham: Springer International Publishing, 2018.

Westberg, Johannes. ”Beyond the Educational Visions of the State: The Construction of School Buildings in Rural Nineteenth-Century Sweden.” In Making Education: Material School Design and Educational Governance, edited by Ian Grosvenor and Lisa Rosén Rasmussen, 95-117. Cham: Springer International Publishing, 2018.

Westberg, Johannes “A Comparative History from Below? A Local and Mundane International History of Nineteenth Century Schooling”, Rivista di storia dell’educazione vol. 5, no. 2, 111-132. https://doi.org/10.4454/rse.v5i2.148

Utskick 181108

 

1. VÄGVAL NR 3 / 2018 – INNEHÅLLSFÖRTECKNING
2. GRACE ABBOTT BOOK PRIZE
3. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
4. TVÅ LEKTORAT I UPPSALA: UTBILDNINGSHISTORIA OCH HISTORIEDIDAKTIK
5. DOKTORANDPLATS: INRIKTNING MOT SKOLVÄSENDETS HISTORIA, UPPSALA
6. CfP: 10th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL
7. UTBILDNINGSHISTORISKA SEMINARIET VID STOCKHOLMS UNIVERSITET
8. CfP: JUBILEUMSBOK I SERIEN ÅRSBÖCKER I SVENSK UNDERVISNINGSHISTORIA
9. PUBLIKATIONER

1. VÄGVAL NR 3 / 2018 – INNEHÅLLSFÖRTECKNING
Johanna Ringarp
Inledning

Daniel Lövheim
Den olympiska skoltävlingen som elitprojekt

Jens Andersson, Thor Berger
Lokala eliter, ojämlikhet och folkskolans expansion på 1800-talet

Johan Prytz
Den Nya matematiken – en framgång eller ett misslyckande?

Christer Fritzell
Skola och skolforskning i tidens anda

Berit Larsson
Kvinnofolkhögskolan – ett delat rum med oppositionella gemenskaper

Britten Ekstrand
Recension: Folkhögskolan 150 år

Artiklarna finns tillgängliga på: https://undervisningshistoria.se/vagval-nr-3-2018-hostnummer/

2. GRACE ABBOTT BOOK PRIZE 
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best book in English on the history of children, childhood, or youth (broadly construed) published in the year 2018.

The award consists of a plaque and a check for $500. The winner will be announced during the Spring of 2019, and acknowledged at the SHCY’s biennial international conference in Sydney in late June.

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

Nominations must be postmarked by January 14, 2019. Send a physical copy of the book via post to each of three award committee members:

Dr. Laurence Brockliss (Chair)
85 Whitecross,
Wootton,
Abingdon,
Oxon OX13 6BS
United Kingdom

Dr. Richard Ivan Jobs
Department of History
Pacific University
2043 College Avenue
Forest Grove, OR 97116
United States of America

Dr. Heather Montgomery
15 Oatlands Road
Oxford, OX2 0EU
United Kingdom

3. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best journal article in Danish, Norwegian, or Swedish on the history of children, childhood, or youth (broadly construed) published in 2017 or 2018. The award consists of a plaque and a check for $250 US. The winner will be announced in the Summer of 2019.
Nominations are invited from publishers, editors, and scholars, and self-nominations by authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.

To nominate an article, send via email a PDF version of the article by January 15, 2019 to each of the Award Committee Members.

The Society for the History of Children and Youth (SHCY) har glädjen att välkomna nomineringar till bästa tidskriftsartikel på danska, norska eller svenska inom barndoms- eller ungdomshistoria som publicerats år 2017 eller 2018. Priset består av ett diplom och en prissumma på $ 250 US. Vinnaren meddelas sommaren 2019.

Nomineringar är välkomna från förlag, redaktörer och forskare, och från författarna själva. Nuvarande medlemmar i priskommittén, SHCY:s ledning eller anställda vid SHCY får inte nominera bidrag.
För att nominera en artikel, skicka en PDF-version av artikeln via e-post senast den 15 januari 2019 till var och en av medlemmarna i priskommittén.

Professor Anna Larsson (Prize Committee Chair)
Institutionen för idé- och samhällsstudier
Umeå universitet, Sverige
E-mail: anna.larsson@umu.se

Associate Professor Mette Buchardt
Center for Education Policy Research
Institut for Læring og Filosofi
Aalborg universitet, Danmark
E-mail: mb@learning.aau.dk.

Professor Astri Andresen
Institutt for arkeologi, historie, kultur- og religionsvitenskap
Universitetet i Bergen, Norge
E-mail: astri.andresen@uib.no

4. TVÅ LEKTORAT I UPPSALA: UTBILDNINGSHISTORIA OCH HISTORIEDIDAKTIK
Universitetslektor i utbildningshistoria
”området utbildningshistoria i bred bemärkelse, vilket inkluderar områden som skolväsendets historia, historisk utbildningssociologi, barn- och ungdomshistoria samt pedagogikens historia”
Sista dag för ansökan: 2018-11-25
http://www.uu.se/jobb/detaljsida/?positionId=231101

Universitetslektor i didaktik med inriktning mot historieämnets didaktik
”området historiedidaktik på kurser i grundlärarprogrammen F-3 och 4-6”
Sista dag för ansökan: 2018-11-25
http://www.uu.se/jobb/detaljsida/?positionId=231134

5. DOKTORANDPLATS: INRIKTNING MOT SKOLVÄSENDETS HISTORIA, UPPSALA
Institutionen för pedagogik, didaktik och utbildningsstudier (EDU) bedriver forskning, forskarutbildning och grundutbildning inom pedagogik, didaktik och utbildningssociologi. EDU medverkar bland annat i lärarprogram och programmet med inriktning mot personal- och arbetslivsfrågor. Vid EDU finns också flera masterprogram. EDU har drygt 200 anställda varav runt 140 lärare/forskare, 40 doktorander och 20 administratörer. Mer information om institutionens verksamhet hittar du på http://www.edu.uu.se.

Utbildningssociologin utforskar bildning, utbildning, undervisning, fostran och lärande i relation till andra delar av samhället och till genomgripande samhälleliga processer, exempelvis globalisering och arbetslivets förändringar. Ett centralt problemområde inom den utbildningssociologiska forskningen är mötet mellan elevers, studenters och lärares olika tillgångar och den ordning som råder i utbildningsväsendet. Andra väsentliga problemområden är utbildningsinstitutionernas framväxt och utveckling samt relationen mellan utbildning och andra samhällsområden så som ekonomins, kulturens och politikens världar. Till grund för utbildningssociologin ligger mer generella sociologiska och historievetenskapliga forskningstraditioner.

Denna utlysning vänder sig till den som är intresserad av att forska om skolväsendets historia utifrån ett utbildningssociologiskt perspektiv. Historiska studier inom utbildningssociologi behandlar särskilt förändringar inom det studerade området med hänsyn tagen till exempelvis sociala och/eller ekonomiska faktorer. Med skolväsendet avses här alla nivåer från förskolan till gymnasiet (och deras historiska föregångare) och kan inbegripa en rad olika aspekter från skolans undervisning till förutsättningarna för skolans organisering eller hur förändringar inom skolväsendet påverkats av det omgivande samhället och vice versa

Deadline: 30 november 2018

För mer information, se
http://edu.uu.se/institutionen/jobba-hos-oss/?positionId=234317&fbclid=IwAR0udAFwsYqBRKIK6HDSZZ6Ig6EK4LORiQC2v9ThxhiT5ykV1akdlSbq9oE

6.CfP: 10th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL
Liverpool John Moores University, 13–16 June 2019

This conference invites applications from postgraduate students in the history of education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field.

The summer school started as an EERA pilot project and is the tenth conference in a series of successful events that started in Ghent in 2010 and was followed by meetings in Birmingham 2011, Lisbon 2012, Hamburg 2013, Umeå 2014, Luxembourg 2015, Groningen 2016, Porto Conte 2017 and Riga 2018. This session of the summer school is organised at Liverpool John Moores University. The conference is supported by:

Stichting Paedagogica Historica
History of Education Society, UK
European Educational Research Association (EERA)
International Standing Conference for the History of Education (ISCHE)
Liverpool John Moores University (School of Education and School of Humanities and Social Science)

The number of participants is limited to 26 students. The conference language is English. Participation in the conference is free of charge. Accommodation and meals will be provided, but delegates will have to cover the cost for their travel to Liverpool. ISCHE travel bursaries are available to students from low-GDP countries. For more information, please check the application form.

Tutors: Heather Ellis (University of Sheffield, UK), Joyce Goodman (University of Winchester, UK), Ian Grosvenor and Siân Roberts (University of Birmingham, UK), Rebecca Rogers (Université Paris Descartes, France), Frank Simon (Ghent University, Belgium) and Angelo Van Gorp (University of Koblenz-Landau, Campus Landau, Germany).

Local organisers: Geert Thyssen (chair), Craig Hammond, David Clampin, Jess Delaney, Ellen Thacker

Application form: The application form should be sent to summerschool-liverpool(at)eera-ecer.de.

Closing date for applications is 31 December 2018. Successful applicants will be notified in February 2019.

More information? See https://www.eera-ecer.de/season-schools/hedss-histories-of-education-summer-school/ Contact Angelo Van Gorp (vangorp(at)uni-landau.de) for queries regarding application, eligibility and selection criteria; Geert Thyssen (g.thyssen(at)ljmu.ac.uk) for queries on practical issues, e.g. regarding travel, accommodation and venue

7. UTBILDNINGSHISTORISKA SEMINARIET VID STOCKHOLMS UNIVERSITET
Program vt 2019.

17 januari 16:00-18:00, Institutionen för pedagogik och didaktik, rum 1708:
Majsa Allelin, Institutionen för socialt arbete, Göteborgs universitet: Elev – skola – samhällsproduktion. Skolan som förvarande, förberedande och sorterande verksamhet. Kommentator: Johanna Ringarp

11 mars 16:00-18:00, Historiska institutionen, rum D900:
Pontus Folkesson, Historiska institutionen, Stockholms universitet: Reformeringen av 1600-talets skolor: Sveriges första gymnasium. Kommentator: Ola Winberg.

Sprid gärna info om seminarierna! Om du vill komma med på sändlista för seminariet, kontakta joakim.landahl@edu.su.se

8. CfP: JUBILEUMSBOK I SERIEN ÅRSBÖCKER I SVENSK UNDERVISNINGSHISTORIA
Föreningen för Svensk Undervisningshistoria firar år 2020 sitt hundraårsjubileum och kommer i samband med detta att ge ut en jubileumsbok i serien ”Årsböcker i svensk undervisningshistoria”. Årsboken kommer att vara en antologi med temat Skolans högtider.

Vi inbjuder härmed författare att skicka in bidrag på temat.

Tänkbara ämnen kan vara:

• Skolfester
• Skoljubileer
• Skolformsjubileer t.ex. folkskolans jubileum
• Jubilerande lärare
• Examenshögtider och skolavslutningar
• Födelsedagar
• Spex och teater i skolan
• Första skoldagen
• Temadagar/idrottsdagar
• Skolinvigningar
• Studentskivor, studentbaler

Texten skall omfatta ca 2500 – 5000 ord.

Deadline, abstracts: 2018-12-15
Abstract på ca 300 ord skickas till sara.backman.prytz@buv.su.se
Författare får vidare instruktioner om formalia i januari 2019.

Deadline, färdig text: 2019-08-15

Redaktörer för årsboken är Stig Nordström, Sara Backman Prytz och Joakim Landahl. För mer information om föreningen, se hemsidan:
undervisningshistoria.se

9. PUBLIKATIONER
Landahl, Joakim (2018). Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 1900, History of Education, DOI: 10.1080/0046760X.2018.1529253

Lindgren, Anne-Li & Söderlind, Ingrid (2018). Förskolans historia: Förskolepolitik, barn och barndom. Gleerups Utbildning AB.

Ørskov, Frederik Forrai and Christian Ydesen, ”Playing the game of IQ testing in England and Denmark in the 1930s-1960s—a socio-material perspective.” Oxford Review of Education. Oct2018, Vol. 44 Issue 5, p599-615.

Utskick 181022

1. CFP: DET 20. ÅRHUNDREDES UDDANNELSESREVOLUTION
2. CFP – THE APPRENTICESHIP: ‘SOCIALIZATION AND SKILL’
3. CfP: HISTORICAL JUSTICE AND HISTORY EDUCATION
4. CALL FOR PHD AND POSTDOC APPLICATIONS: EDUCATION AND THE EUROPEAN DIGITAL AGENDA
5. KRITERIUM – PEER REVIEW AV MONOGRAFIER
6. PUBLIKATIONER

1. CFP: DET 20. ÅRHUNDREDES UDDANNELSESREVOLUTION
Tidsskriftet Uddannelseshistorie indkalder artikelforslag til Temanummer 2019 ”Fra få til mange – det 20. århundredes uddannelsesrevolution”.

Gennem det 20. århundrede har en stigende andel børn/unge taget en ungdomsuddannelse og/eller envideregående uddannelse, og de seneste år har over 90% af ungdomsårgangene gennemført enungdomsuddannelse og mere end 10% af befolkningen mellem 15 og 69 år har en lang videregåendeuddannelse. Hele ungdomsuddannelsesområdet havde en voldsom ekspansion igennem hele århundredet; detgjaldt særligt gymnasie- og handelsskolerne, men også på de tekniske skoler skete mere end en firedobling afelevtallet. Den samme udvikling kunne man tillige følge på de videregående uddannelser, som udviklede sigfra elite- til masseinstitutioner.

Ekspansionen betød bl.a., at der kom en mere bred elevsammensætning, der fik indflydelse på bådeuddannelserne og undervisningsformerne, men som også udfordrede uddannelsesinstitutionerne. I førsteomgang vandt kvinderne mere og mere frem i gymnasiet og endte med at udgøre flertallet, en tendens, somogså gjorde sig gældende ved mange af de videregående uddannelser. Ligeledes begyndte børn fra ikkeakademiskehjem at tage en videregående uddannelse. Senere fulgte en stigende andel børn med andresproglige og kulturelle baggrunde end dansk. Endelig blev en større andel af børn og unge med forskelligefysiske og psykiske udfordringer og handicaps deltagere i alle slags uddannelser bl.a. ud fra en politisk viljetil større inklusion.

Med dette call for papers ønsker Uddannelseshistorie at bringe artikler, der belyser, hvordan denne udviklinghar påvirket uddannelserne og uddannelsesinstitutionerne – det være sig nye undervisningsmetoder, nyedidaktiske paradigmer, elevkulturer, elevorganiseringer og ungdomsbevægelser, studierådgivning ogerhvervsvejledning, SU til mange flere, nye måder at planlægge og styre uddannelse til den voksendemængde osv.

Der er deadline for indsendelse af et abstract på maks. en side 1. december 2018. Der kan forventestilbagesvar senest 22. december 2018.Deadline for indsendelse af færdige artikler er den 1. juli 2019.

Temanummeret vil udkomme i december2019.Alle artikler fagfællebedømmes (peer review). Tidsskriftet er anerkendt i BFI med ét point.
Temaredaktionen kan kontaktes ved: seniorforsker Christian Larsen, Rigsarkivet (cla@sa.dk), ogfagkonsulent Christian Vollmond, Undervisningsministeriet (christian.vollmond@stukuvm.dk).

2. CFP – THE APPRENTICESHIP: ‘SOCIALIZATION AND SKILL’
Socialization and Skill: The Master Apprentice Relationship in a Long-Term Perspective

Date: 8th – 9th November 2019, Venue: London School of Economics

The history of early modern apprenticeship is now firmly part of the historical agenda. Much recent work has been carried out by economic historians who analyse apprenticeship as part of the process of human capital formation. They generally consider apprenticeship primarily to be a way to invest in skills, with the crucial problems being understanding how the incentives to invest time or money were aligned for master and apprentice, and what consequences different kinds of training system had for economic divergence in the premodern world. The institutional context – which in early modern Europe especially is often seen as dominated by urban craft guilds – is mainly brought in to explain contract enforcement or barriers to entry.

Research into the social and cultural context of learning and upbringing has largely followed a different agenda, however. To historians working in this context, apprenticeship is often seen as a form of socialization and upbringing. The master-apprentice relationship is not examined as an economic contract, but is instead seen as an organising framework for the social interaction between two groups. The central processes in this context are the management of social and geographical mobility, and securing domestic power and hierarchy through different forms of disciplining.

Our conference sets out to re-engage these two strands of research in order to build a bridge between the analyses of economic and socio-cultural historians. By taking into account concepts and methods from both types of history writing, we expect that participants will shed new light on the master-apprentice-relationship, its socio-cultural and institutional embedding, and its economic and social outcomes. We seek contributions that will take a long term perspective as well as more specific case studies.
The key issue we seek to explore is the extent to which paying attention to both economic and socio-cultural logics can help us better explain the nature and characteristics of the master-apprentice relationship, and how this differed over time and between different contexts. Can we observe shifts in the balance between paternalism and patriarchy on the one hand, and contractual, commercial imperatives on the other, in the ways in which masters and apprentices lived and worked together?

Within specific papers, ways of addressing this broader question might include explorations of some of the distinctive features of historical apprenticeship:
– Why did so many apprenticeships end early? Were the underlying factors economic (e.g. wage-related) or socio-cultural (e.g. status related) in nature?
– To what extent did apprentices live under the roof of their master and what was the purpose and impact thereof on the training and the master-apprentice-relationship?
– How can we understand the trade-off between learning and working? Should long term transformations in such features as the need to perform household chores or the ability to earn wages be understood from an economic or rather a socio-cultural perspective (or both)?
– What was the impact of proletarianisation over the long-run in reshaping the master-apprentice relationship? Were apprentices transformed into cheap work force as the early modern period progressed, and what did this mean for socialization and training?

We especially welcome papers who examine apprenticeship from a long term perspective and encourage comparative approaches, including non-European ones. Please send your abstract of about 500 words to sietske.vandenwyngaert@uantwerpen.be before 1 February 2019.

For more information, see https://networks.h-net.org/node/7753/discussions/2712937/call-papers-apprenticeship-socialization-and-skill

3. CfP: HISTORICAL JUSTICE AND HISTORY EDUCATION
Historical Justice and History Education Symposium, Tuesday 4 June – Wednesday 5 June 2019, Umeå University, Sweden

This symposium will explore the evolving relationship between historical justice and history education, broadly conceived, which is generating many challenges as well as possibilities for both fields. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This impetus has manifested in globally diverse contexts including societies emerging from a period of recent, violent conflict, but also, established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. A diverse suite of redress instruments, including but not limited to criminal tribunals, truth commissions, reparations, and official apologies, are now regularly deployed in efforts to remedy and overcome historical injustices.

This symposium is concerned with the ways that the expectations of historical justice are being taken up in, and directed towards, educational contexts, particularly history education. Our primary questions are:
1. How does the ‘official knowledge’ generated from state-sponsored historical justice processes get used, and how should it be used?
2. What are the implications of historical justice movements for history education?
3. What is the role of history education in processes of historical justice, and what should it be?
Researchers, scholars and practitioners are invited to present papers that address one or more of these questions. This symposium seeks papers that explore both empirical and conceptual approaches to these questions. We are also interested in educational history as it relates to historical justice, including the ways historical justice has been taught or imagined in curriculum and/or education policy, for example. Other related topics include:
• The concept of truth in historical justice and history education
• The role of commemoration and memory in historical justice and education
• Education, and truth and reconciliation processes
• Relationships between historical justice and other fields such as historical culture, historiography, history education, educational history
• Historical justice and history education in different contexts (postconflict, postcolonial, settler colonial, democratic etc.)
The convenors intend to publish the papers presented at the symposium as an edited volume on the same theme with a major scholarly publisher by 2020.

Please note: Publication of accepted papers will be subject to the quality standards of this publication and thus will normally require further revision and peer-review, after the symposium.

Submission Guidelines:
 To submit a paper proposal, please submit a 350-word abstract that includes the title of your paper, a description of the topic you intend to discuss, theoretical and methodological approach, your email address and a brief bio (2-4 sentences).

The deadline for submitting abstracts is: 1 December 2018

Symposium Convenors: 
Henrik Åström Elmersjö, Matilda Keynes, Daniel Lindmark, Björn Norlin

Contact: Matilda Keynes
Email: matilda.keynes@umu.se
; Twitter: @matildakeynes; Twitter Hashtag: #hjhed19; Website: http://www.historicaljusticeandhistoryeducation.wordpress.com/

4. CALL FOR PHD AND POSTDOC APPLICATIONS: EDUCATION AND THE EUROPEAN DIGITAL AGENDA
“Education and the European Digital Agenda: Switzerland, Germany and Sweden after 1970” (PI Michael Geiss, University of Zurich)

This project reconstructs how the educational implications of technological change have been faced politically between 1970 and the end of the dotcom boom around 2000. It is concerned with how the challenge of the new information and communications technologies has been met in Europe during the first decades after the microchip started restructuring businesses, administration and daily life. The project focuses especially on the political initiatives regarding secondary schooling, vocational education and training, adult and higher education.
The project is based on a comparative approach. It examines political initiatives in Europe and puts special focus on the developments in Switzerland, in Germany (East and West) and Sweden. Starting from existing research on single developments, the project examines systematically the roles of national, supranational and transnational actors in politics and science as well as those of companies and private business associations in pushing forward the digital agenda in education. Thus, the project aims at a precise reconstruction of different national paths and transnational entanglements.

In the field of semiconductor technology, European states and the European Commission after the boom decades were worried about losing out to Japan and the USA. Based on the existing research, the outlined project assumes that, since the mid-1970s, European states have pushed a technological agenda that has also influenced education policies. Although this fact has attracted attention already especially in sociology, the educational implications of technological change after 1970 have not yet been the subject of comparative historical research.

Methodologically, the project follows an approach that reconstructs political responses to technological challenges since the 1970s in a European multi-level governance. It includes the supranational and the transnational level as well as national developments. The corpus of sources for this project consists of official documents from different political levels, as well as grey literature, memos, correspondence and unpublished manuscripts. It assumes neither a top-down nor a bottom-up, but rather aims to study the complex modes of action on different levels. The sample consists of countries that have distinctive educational traditions and that showed a different level of European integration during the assessment period. This offers a possibility to compare different forms of co-operation as well as national solo efforts.

Deadline for postdoc and PhD applications: November 30, 2018. For more information on the two positions, see https://www.ife.uzh.ch/de/research/arbeitsleben/forschung/Education-and-Technology.html

5. KRITERIUM – PEER REVIEW AV MONOGRAFIER
Du har väl inte missat möjligheten att få din monografi kvalitetstämplad av Kriterium?
Kriterium är ett samarbete mellan Göteborgs, Uppsala och Lunds universitet för att sakkunniggranska och open access-publicera vetenskapliga böcker på svenska. I projektet medverkar också Vetenskapsrådet, Riksbankens Jubileumsfond, Kungliga biblioteket, Nordic Academic Press och Makadam förlag.

Kriterium är inte ett förlag, utan en kvalitetsmärkning. Rent formellt är Kriterium en skriftserie, där publiceringen alltid sker i samarbete med en annan utgivare. De titlar som ingår i Kriterium ges alltså samtidigt ut på något av de etablerade sätten: i en universitetsserie, på ett förlag eller i en annan akademisk serie. Det är där den praktiska delen av publiceringsarbetet sker – Kriterium som publiceringskanal tillför och hanterar den vetenskapliga kvalitetsgranskningen.

Kriterium är öppet för vetenskapliga böcker från alla lärosäten och förlag.
Om du är intresserad av att kvalitetsstämpla din monografi med Kriterium-stämpeln ska du prata med ditt förlag, det är förlagen som skickar in till Kriterium.

Till de Kriterium-märkta publikationerna hör bland annat Daniel Lövheims ” Naturvetarna, ingenjörerna och valfrihetens samhälle” (NAP, 2016), se https://www.kriterium.se/site/books/10.21525/kriterium.7/

För mer information, se https://www.kriterium.se/

6. PUBLIKATIONER
Landahl, Joakim (2018): De-scandalisation and international assessments: the reception of IEA surveys in Sweden during the 1970s, Globalisation, Societies and Education, Open access at: https://doi.org/10.1080/14767724.2018.1531235

Lindmark, Daniel. (2018). Roseniusläsning i Västerbotten : Husandakt, byabön och konventikel som den religiösa folkläsningens arenor vid sekelskiftet 1900. In Carl Olof Rosenius betydelse: Regionalt, nationellt och internationellt (1st ed., pp. 15–47). Umeå: Luleå stiftshistoriska sällskap. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152561

Nylander, Erik & Tomas, Östlund (2018). Folkhögskolans samtidshistoria Deltagare och kursutbud 1997-2016. Folkhögskolan 150 år. s. 363-379 http://liu.diva-portal.org/smash/get/diva2:1212592/FULLTEXT02.pdf

Pannula Toft, Pia, Paksuniemi, Merja, and Westberg, Johannes, “The Challenge of Returning Home: The Role of School and Teachers in the Wellbeing of Finnish War Children, ‘Finnebørn’, during and after World War II”, Paedagogica Historica (published online). https://www.tandfonline.com/eprint/qWCueNHfKQvYUjeijJP5/full

Pettersson, Ingemar. ”The Nomos of the University: Introducing the Professor’s Privilege in 1940s Sweden” Minerva: A Review of Science, Learning and Policy, v56 n3 p381-403 Sep 2018.

Tengström, Emin, Olinder, Britta, Fritz, Martin, Svensson, Allan, Oscarson, Mats, Näsström, Britt-Mari, Sjögren, Peter, Tarnow, Peter & Zetterberg, Henrik (2018). Minnen från studenttiden vid Göteborgs universitet. Göteborg: Seniorakademien vid Göteborgs universitet

Westberg, Johannes, “Source materials are not the past: Celebrating: historians’ work in archives”, IJHE Bildungsgeschichte: International Journal for the Historiography of Education, vol. 8, no. 2 (2018), 208–212.

Westberg, Johannes, “How did teachers make a living? The teacher occupation, livelihood diversification and the rise of mass schooling in nineteenth-century Sweden”, History of Education (published online). Open access at: https://www.tandfonline.com/doi/full/10.1080/0046760X.2018.1514660

Ørskov, Frederik Forrai and Christian Ydesen. ”Playing the game of IQ testing in England and Denmark in the 1930s-1960s—a socio-material perspective.” Oxford Review of Education; Oct2018, Vol. 44 Issue 5, p599-615.

Östh Gustafsson, Hampus. ”The Discursive Marginalization of the Humanities: Debates on the “Humanist Problem” in the Early 1960s Swedish Welfare State,” History of Humanities 3, no. 2 (Fall 2018): 351-376. https://doi.org/10.1086/699299

Utskick 180924

1. INFORMATION: DEN SJUENDE NORDISKE UTDANNINGSHISTORISKE KONFERANSEN
2. CALL FOR PAPERS: DISABILITY AND THE HISTORY OF EDUCATION
3. THE RESEARCHER AND HER ARCHIVE. MASTER CLASS WITH PROF. MARIA TAMBOUKOU
4. CONFERENCE: EDUCATIONAL ARCHITECTURE – EDUCATION, HERITAGE, CHALLENGES
5. NORDIC JOURNAL OF EDUCATIONAL HISTORY – 2018:1
6. CfP: HISTORY OF EDUCATION AT NERA 2019, UPPSALA
7. PUBLIKATIONER

1. INFORMATION: DEN SJUENDE NORDISKE UTDANNINGSHISTORISKE KONFERANSEN
Den sjuende nordiske utdanningshistoriske konferansen hölls i Trondheim, 19-20 september 2018. Konferensen, som hade mer än 100 deltagare, var mycket lyckat, med en bredd av sessioner, keynotes av Susanne Wiborg (London/NTNU) och Erling Sverdrup Sandmo (Oslo), och konferensmiddag som hölls i Herredssalen i Erkebispegården.

För mer information om konferensen se konferensens hemsida (https://www.ntnu.no/web/nordisk-utdanningshistorie-2018/hjem), och en översikt över denna och de andra konferenserna i serien återfinns här: https://utbildningshistoria.se/konferenser-workshops/

Deltagarna i konferensen är inbjudna att skicka in artiklar, baserade på sina presentationer, till Nordic Journal of Educational History. Deadline: 30 oktober 2018., se call for papers: https://www.ntnu.no/documents/1276973114/0/call-for-papers-conference+-2018.pdf/095004f8-bf3b-4dbb-8eef-905aa68bc266

Nästa konferens kommer att arrangeras 2021 av Christian Ydesen och Mette Buchardt i Ålborgs universitet, Danmark.

2. CALL FOR PAPERS: DISABILITY AND THE HISTORY OF EDUCATION
Call for Papers History of Education Quarterly Special Issue on: Disability and the History of Education. Edited by Jason Ellis, University of British Columbia and Kate Rousmaniere, Miami University, Ohio

“Disability is everywhere in history, once you begin looking for it,” Douglas Baynton has written, “but conspicuously absent in the histories that we write.” This special issue of History of Education Quarterly on Disability and the History of Education will render disability history more noticeably present in the field of educational history, building on and expanding beyond existing scholarship on the topic. The editors plan to publish 4-5 scholarly articles with an introductory historiographical essay by the two editors.

We are interested in proposals from any national context, transnational proposals, and proposals from any period of history. Proposals may address disability in any of the countless places it may be found in educational history—in schools and other institutions, families, informal educational settings, art, music, and literature, and in the metaphors that help to structure culture and society.

Topics may include, but are not limited to:
•The history of special education: its structures, legislation and case law, finance, teachers, curriculum and pedagogical methods, and technological aids.
•Approaches that follow the “new disability history” and take up disability as a justification for inequality along lines of race, gender, sexuality, class, and other identities; or, as a common metaphor for incapacity, incompetence, or brokenness in education.
•Biographical studies of people with disabilities in educational contexts: pupils, teachers and other professionals, children and adults. Disability history as a means to showcase the widest possible interpretation of disability in people’s lives, so as to portray people with disabilities in history as much more than mere diagnoses and labels but as historical actors in their own right, who encounter and make change, and who, as often as not, face barriers arising not from any physical incapacity they may have, but from the ways that societies, institutions, and individuals have historically dealt with people with disabilities
•Scholarship that employs the history of disability in education to inform practice or policy in the present, or to intervene in contemporary debates.
•Case studies of history of institutions or movements—disability history in the classroom; in the formal and informal lessons in hospitals, community institutions, and higher education; in the consciousness-raising spaces of political movements.
•Scholarship that draws on a “critical disability studies” approach in the social sciences, more traditional social histories, or other work from the range of theoretical or methodological traditions and approaches of the discipline of history.

Submissions And Deadlines
Article proposal (2-3 pages), or an abstract (500-750 words) are due December 1st 2018. All proposals or abstracts received will be workshopped with the special issue editors.

Please send proposals or abstracts to Kate Rousmaniere (Rousmak@miamiohio.edu) and Jason Ellis (j.ellis@ubc.ca)

The deadline for selecting complete papers is August 15th 2019. Articles received by this deadline will be sent out for peer review.

The editors will select 4-5 articles from those that successfully pass peer review in January 2020 and selected authors must return their revised or edited manuscripts by June 15th 2020.

The special issue will be published as the November 2020 issue (Vol. 60, no. 4)

Submissions should follow the guidelines established by HEQ. For author guidelines refer to http://journals.sfu.ca/heq/index.php/heq/about/submissions#authorGuidelines.

Please submit complete papers through http://journals.sfu.ca/heq/index.php/heq/index.

Please address inquiries about this call for papers to Kate Rousmaniere (Rousmak@miamiohio.edu) and Jason Ellis (j.ellis@ubc.ca)

General inquiries about the journal HEQ should be addressed to heqedit@uw.edu.

 

3. THE RESEARCHER AND HER ARCHIVE. MASTER CLASS WITH PROF. MARIA TAMBOUKOU
Graduate School, Arts at Aarhus University

Description:
What happens in the archive – and in research in general – when/where researchers engage in work with their sources? How are we influenced by time, space and materialities in our research – and how can we think about the choices and interpretations we make as part of complex intra-actions and intra-relations?
Professor Maria Tamboukou from University of East London has published several important and compelling articles on these and related questions during the last ten years. On 30 October 2018, prof. Tamboukou will visit Aarhus University and give a public lecture on ”“Doing Archival Research””. Following this lecture, she will conduct a master class, where she will engage in a dialogue with PhD-students concerning their work. The dialogue will encourage reflections concerning the ways in which we engage with and interpret our sources, whether found in the archive or elsewhere,
At the Danish Historian’s Annual Conference in August 2018 (Elsinore), prof. Tamboukou’s work formed the point of departure for a well-attended and stimulating session on ”The researcher’s cut and the historian’s archives”. This PhD course offers a unique chance to become acquainted with her thinking and to receive inspiration for new reflections about your own research.

More information and inspiration can be found on prof. Tamboukou’s webpage.
https://www.uel.ac.uk/staff/t/maria-tamboukou

Target group: For all PhD-students, especially in history, literary history, philosophy, and related disciplines

Language: English

Application deadline:
Please apply for a spot on the course via https://auws.au.dk/researcherandherarchiveE2018 no later than 3 October 2018.

For more information, see http://phdcourses.dk/Course/63477#.W6dRIvZuKmR

 

4. CONFERENCE: EDUCATIONAL ARCHITECTURE – EDUCATION, HERITAGE, CHALLENGES
The international conference on Educational Architecture – Education, Heritage, Challenges is a three-day conference to be held in Lisbon from 6-8 May, 2019, at the Calouste Gulbenkian Foundation.

Educational Architecture – Education, Heritage and Challenges is intended to be a forum for discussing the most recent innovations, trends and concerns in this area, as well as the practical challenges encountered and the solutions adopted in the planning and design of new and existing child-centred educational environments. It will discuss the current challenges and requirements faced by educational environments, focusing on different perspectives and scales of analysis, such as the role of the educational space within the local urban fabric, its impact on the local community, and the design of informal and formal educational spaces (spatial, functional and environmental quality; spatial organisation; furniture and equipment; etc.). It will also provide an interdisciplinary platform for leading academic scientists, researchers and research scholarship holders, as well as for educators, practitioners and, policymakers from different geographies and backgrounds, who will enjoy opportunities for discussion and mutual understanding, in the pursuit of common research goals.

The aim of this three-day conference – Educational Architecture – Education, Heritage, Challenges is to provide a forum for knowledge sharing in order to understand:
1) where specific individual and collective visions/policies originate from. Do they come from architects, pedagogues, head teachers or politicians?
2) design strategies, trends, values and problems, whose different experiences can inform current challenges.

Abstracts for papers (500-600 words) should be submitted online until 30 November 2018 through the following link.
For other information please contact through the following e-mail address: educational-architecture@civil.tecnico.ulisboa.pt

Important Dates
Final date for submission of abstracts: 30 November, 2018
Notification of acceptance of abstracts: 10 January, 2019
Registration: 31 January, 2019
Conference: May, 2019

For more information, see http://asap-ehc.tecnico.ulisboa.pt/conference/

5. NORDIC JOURNAL OF EDUCATIONAL HISTORY – 2018:1
Nordic Journal of Educational History’s nya nummer är nästan färdig för tryck. Läs de fyra artiklarna och den fullmatade recensionsavdelningen här: http://ojs.ub.umu.se/index.php/njedh/issue/view/9

Följande recensioner ingår i det kommande numret (för närvarande):

Review (Swedish): Fredrik Bertilsson, Frihetstida policyskapande: Uppfostringskommissionen och de akademiska konstitutionerna 1738–1766
Henrik Ågren

Review (Swedish): Jörgen Gustafsson, Historielärobokens föreställningar: Påbjuden identifikation och genreförändring i den obligatoriska skolan 1870–2000
Henrik Åström Elmersjö

Review (Danish): Peter Bernhardsson, I privat och offentligt: Undervisningen i moderna språk i Stockholm 1800–1880
Charlotte Appel

Review (Swedish): Tobias Dalberg, Mot lärdomens topp: Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbana under 1900-talets första hälft
Per Wisselgren

Review (English): Otso Kortekangas, Tools of teaching and means of managing
Stefan Johann Schatz

Review (English): Martin Malmström, Synen på skrivande: Föreställningar om skrivande i mediadebatter och gymnasieskolans läroplaner
Johan Samuelsson

Review (Swedish): Germund Larsson, Förbrytelser och förvisningar: Bestraffningssystemet i de svenska läroverken 1905–1961
Johanna Sköld

Review (Swedish): Nina Volckmar (red.), Utdanningshistorie: Grunnskolen som samfunns- integrerende institusjon
Ulf P. Lundgren

Review (Swedish): Viktor Aldrin, Skolavslutningar i kyrkan och spelet om religion i svensk skola
Olof Franck

Review (English): Sofia Kotilainen, Literary Skills as Local Intangible Capital: The History of a Rural Lending Library c. 1860–1920
Kerstin Rydbeck

Review (English): Christine Quarfood, Montessoris pedagogiska imperium: Kulturkritik och politik i mellankrigstidens Montessorirörelse
Emma Vikström

 

6. CfP: HISTORY OF EDUCATION AT NERA 2019, UPPSALA
Invitation to the NERA 2019 Congress.

On behalf of the NERA 2019 local organising committee at Uppsala University, I am pleased to invite you to attend and participate at the NERA Congress on March 6-8, 2019 at Uppsala University, Sweden.

The theme of the NERA 2018 Congress is: Education in a globalized world.

The call for abstracts is open, as of 15 September until 1 November 2018. Please submit your abstract and register for NERA 2019 at the congress website http://www.nera2019.com/.

Please direct any questions to the conference email nera2019@akademikonferens.se.

The network on historical research at the NERA is organized by Petter Sandgren, Stockholm University (petter.sandgren@edu.su.se).

We look forward to seeing you in Uppsala!

On the behalf of the Local organising committee
/Jonas Almqvist (chair)

 

7. PUBLIKATIONER
Hellstrand, Sandra (2018). Perceptions of the economics of apprenticeship in Sweden c. 1900, Scandinavian Economic History Review. https://doi.org/10.1080/03585522.2018.1511467

Nieminen, Marjo. ”Teachers’ Written School Memories and the Change to the Comprehensive School System in Finland in the 1970s.” Paedagogica Historica (2018): 1-24.

Sundevall, Fia, 2018, ”Money, Gender and Military Training: Women as Economic Agents in Military Affairs (Sweden 1924–1942)”, Militärhistorisk Tidskrift för 2017, s. 60-89

Wickman, Annicka, 2018, Filmen i försvarets tjänst: Undervisningsfilm i svensk militär utbildning 1920–1939. Diss. (Stockholm: Stockholms universitet, Humanistiska fakulteten, Institutionen för mediestudier)

Utskick 180903

  1. PROGRAM, NORDIC CONFERENCE TRONDHEIM
  2. EFTERLYSNING: EGON MØLLER-NIELSEN (1915-1959)
  3. CfP: CHALLENGES FOR THE SCHOOL MUSEUMS AND HISTORY OF EDUCATION IN A TIME OF GLOBALIZATION AND DIGITIZATION
  4. POSTDOKTOR I HISTORIA, UMEÅ
  5. VÄGVAL NR 2 / 2018 – INNEHÅLLSFÖRTECKNING
  6. PUBLIKATIONER

 

  1. PROGRAM, NORDIC CONFERENCE TRONDHEIM

The programme for den sjuende nordiska utdanningshistoriske konferansen är nu publicerat:

https://www.ntnu.no/web/nordisk-utdanningshistorie-2018/program

 

 

 

  1. EFTERLYSNING: EGON MØLLER-NIELSEN (1915-1959

Egon Møller-Nielsen (1915-1959) var en svensk-dansk arkitekt, billedhugger og tegner. Han flyttede til Sverige i 1940. Han spillede en central rolle i det stockholmske kunstmiljøet under krigen, hvor mange skandinaviske og andre udenlandske kunstnere på flugt fra nazismen, var flygtet til Sverige.

 

I en dansk sammenhæng er han relativt ukendt, mest kendt er hans legeskulpturer, hvoraf der kun findes én i Danmark, Tufsen fra 1949 (se foto). I Sverige er der opstillet en hel del – og han lavede bl.a. også bænke til den nye tunnelbane i Stockholm.

 

 

Hans arbejder blev kendt i USA i efterkrigsårene – han var måske med på den store udstilling Scandinanvian Modern, som turnerede i begyndelsen af 1950’erne. Hans arbejder er kommet i søgelyset i forbindelse med planlægningen af en stor udstilling om forbindelseslinjerne mellem skandinavisk og amerikansk design. Udstillingen skal være i Los Angeles og Milwaukee og åbne i 2020.

 

Det foresvæver mig, at der er svenske kolleger, som har arbejdet med hans værk – hvis ja, er der nogen, som måske kan og lyst til at hjælpe mig videre? De to amerikanske kuratorer læser ikke skandinavisk, så I bedes skrive direkte til mig på ning@edu.au.dk – så sender jeg informationerne videre til dem, tak.

 

Venlig hilsen og på forhånd tak for hjælpen

Ning de Coninck-Smith, Aarhus Universitet/DPU

  1. CfP: CHALLENGES FOR THE SCHOOL MUSEUMS AND HISTORY OF EDUCATION IN A TIME OF GLOBALIZATION AND DIGITIZATION

We are pleased to invite interested scholars and people working with school museums, collections and educational history to submit a paper proposal/ an abstract for the 19th symposium for school museums and history of education collections. It takes place at the Royal Danish Library’s location in Emdrup, Copenhagen, at the Danish School of Education (DPU) and Aarhus University Library, from the 2nd to the 5th of July, 2019.

 

The purpose of the 19th symposium is to focus on the challenges in preserving, communicating and working with school museums, educational collections and educational history in a global and digital era. How do you best preserve digitized material? How can you use existing digital platforms to boost your collections? Why and how to share your digitized collections with the world. How can you use digital aspects in physical exhibitions? Which stories do we tell in an age of globalization? Moreover, what are the digital possibilities when researching? These are some of the challenges we would like to address.

 

Presentations will last 30-40 minutes.

Poster sessions/ignites are also part of the programme. You will have ten minutes to present your project at the conference.

Proposals for presentations and poster sessions/ignites should include max 500 words abstract, a short CV of max one page including contact information (email, mobile number). Accepted languages: English. All documents should be forwarded as a single attachment in either Microsoft Word (**.doc or **.docx). Name the attachment with your surname and “paper proposal”. Please send us your abstract at the latest on the 1st of November 2018 to jebe@kb.dk.

 

Central dates and contact information:

1st of November 2018: deadline for abstracts

1st of December 2018: participants (both papers and ignites) are notified

1st of February 2019: final programme is released

2nd – 5th of July 2019: 19th symposium in Copenhagen, Denmark

For further information, please write to Jens Bennedsen, jebe@kb.dk.

Danish School History is a cooperation between the Danish School of Education (DPU), Aarhus University Library, Emdrup and the Royal Danish Library.

 

See also: http://skolehistorie.au.dk/en/netvaerk/19th-symposium-for-school-museums-and-history-of-education-collections/

 

 

  1. POSTDOKTOR I HISTORIA, UMEÅ

Annonsen för anställningen som postdoktor i historia publicerats. Annonsen finns både på svenska och engelska, och 14 september är sista ansökningsdag.

https://www.umu.se/jobba-hos-oss/lediga-jobb/postdoktor-i-historia_218147/

https://www.umu.se/en/work-with-us/open-positions/postdoc-in-history-_218147/

För mer information om forskningsmiljön i historia vid Umeå universitet, där det finns tydliga utbildningshistoriska intressen, se http://www.idesam.umu.se/om/amnen/historia/?languageId=3

 

  1. VÄGVAL NR 2 / 2018 – INNEHÅLLSFÖRTECKNING

Nr 2/18, ”De eviga frågorna”

Britten Ekstrand

Inledning

Mikael Odin, Annika Ullman

Att vara rektor i förändringstider Om C.J.L Almqvist, Nya Elementarskolan och de digitala utmaningarna

Henrik Edgren

Topelius och fosterlandets pulsar – Hur finländskt också blev svenskt i det sena 1800-talets Läsebok för folkskolan

Emil Bertilsson

Lärarförsörjningen: en utmaning av historiska mått

Josefina Erikson

Gymnasiereformen 1991 – En skola för jämlikhet eller en skola för arbetsmarknaden?

 

Lars Erik Hansen, Dag Björklund

Föreningen för svensk undervisningshistoria – ett arkiv träder framFSUH

Årsbok 223

Hela numret finns tillgängligt här: http://undervisningshistoria.se/vagval-nr-2-2018-de-eviga-fragorna/

 

  1. PUBLIKATIONER

Andersson, Jens and Thor Berger. ”Elites and the expansion of education in nineteenth-century Sweden: ELITES AND THE EXPANSION OF EDUCATION.” The Economic History Review no. (2018),

 

Hansen, Christian Sandbjerg. ”Learning the streets: ‘prostitutes’ in inner-city Copenhagen, 1930s.” History of Education no. (2018), 1-17.

 

Hansen, Henning.  2017, Modern reading: Swedish book consumption during the late nineteenth century, UIT The Arctic University of Norway. Fulltext: https://munin.uit.no/handle/10037/12397

 

Larsson, Anna, Institutionen för idé- och samhällsstudier, Umeå universitet & Humanistiska fakulteten 2017, ”Physical, emotional, and social illness: Changing problems for school health care in twentieth century Sweden”, History of Education Review, vol. 46, no. 2, pp. 194-207.

 

Ringarp, J. 2018, ”En skola för alla?: Den svenska grundskolans utveckling på kommunal nivå med fokus på geografiskt rättvisa”, Norsk pedagogisk tidsskrift, vol. 102, no. 1, pp. 4-15.

 

Dagrun Skjelbred, Norunn Askeland, Eva Magerø og Bente Aamotsbacken, Norsk lærebokshistorie: Allmueskolen-folkeskolen-grunnskolen 1739–2013.

Universitetsforlaget, 2017, 592 sider. https://www.universitetsforlaget.no/nettbutikk/norsk-laerebokhistorie-uf.html

 

Westberg, Johannes, İncirci, Ayhan, Paksuniemi, Merja, and Turunen, Tuija, “State formation and the rise of elementary education at the periphery of Europe: The cases of Finland and Turkey 1860-1930”, Journal of Educational Administration and History vol. 50, no. 3, 133–144. http://www.tandfonline.com/eprint/rzQDKMIW4HpJIvsjUXER/full

Utskick 180615

1. SISTA ANMÄLNINGSDAG TILL TRONDHEIM MED REDUCERAT PRIS: 20 JUNI
Glöm inte att den 20 juni är sista anmälningsdag till Sjunde nordiska utbildningshistoriska konferensen i Trondheim med nedsatt pris.

2. DIGITAL SPRÅKTEKNOLOGISK WORKSHOP PÅ RIKSARKIVET FÖR HISTORIKER OCH SAMHÄLLSVETARE
3. CfP: 1919: DEMOCRATISATION, EDUCATIONAL SYSTEM, AND POLITICAL EDUCATION
4. CALL FOR BLOGPOSTS: H-IDEAS’ BLOG “PREMODERN UNIVERSITIES”
5. UTLYSNING: 1–2 FORSKARE I EFTERKRIGSTIDENS KUNSKAPSHISTORIA, LUNDS UNIVERSITET
6. SHCY 2019 Conference — EXTENDED DEADLINE FOR PROPOSALS
7. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
8. PUBLICATIONS

2. DIGITAL SPRÅKTEKNOLOGISK WORKSHOP PÅ RIKSARKIVET FÖR HISTORIKER OCH SAMHÄLLSVETARE
Torsdag, 30 augusti 2018 klockan 10:00, Riksarkivet Marieberg, Fyrverkarbacken 13, Stockholm

Analyserar du text inom din forskning? Missa då inte chansen att inleda höstterminen 2018 med att lära dig mer om digital språkteknologi på Riksarkivet!
Riksarkivet är samarbetspartner i det stora EU-finansierade forskningsinfrastrukturprojektet Swe-Clarin (https://sweclarin.se/), som syftar till att applicera avancerade språkvetenskapliga text- och talbearbetningsverktyg på traditionella textbaserade material i syfte att möjliggöra för helt nya sätt att analysera text på. Genom att mata in digitaliserat textmaterial i Swe-Clarins textanalysprogram, kan man berika sina material med annoteringar som kan användas för vidare analyser av olika egenskaper som namngivna entiteter, tid och plats, eller annat som t ex subjekt, objekt m m.

Med andra ord – med hjälp av den digitala tekniken kan man ställa helt nya typer av frågor till traditionella källor, och analysera textmängder i storleksordning man för tio-femton år sedan endast hade kunde drömma om. För forskare inom humaniora och samhällsvetenskap öppnar detta upp helt nya möjligheter. Missa därför inte denna chans att få lära dig mer om den här typen av metoder, och vad de kan användas till!

Du behöver ta med dig din egen bärbara dator. Du får också gärna ta med dig ett eget digitaliserat arbetsmaterial att öva på. Det kan vara vilken textfil som helst i word-format, ca 5-10 sidor lång. (Annars kommer det att finnas material på plats också). Experter från Swe-Clarin kommer att finnas i Marieberg för att handleda dig som deltar.

Om du vill förbereda dig inför workshopen kan du med fördel läsa på lite om Swe-Clarin, utforska Språkbankens databas Korp, och bekanta dig med handboken för de språkteknologiska verktygen. Övningarna i den handboken ger en detaljerad guidning till hur man skapar sitt eget språkteknologiska analysprogram, baserat på det material och den forskningsfråga man har. Vi kommer att återkomma till den under workshopen.

Anmälan
Anmälan senast 24 augusti 201

Mer info, se https://magnetevent.se/Event/digital-sprakteknologisk-workshop-pa-riksarkivet-for-historiker-och-samhallsvetare-21178/

3. CfP: 1919: DEMOCRATISATION, EDUCATIONAL SYSTEM, AND POLITICAL EDUCATION
Call for Papers: Jahrbuch für Historische Bildungsforschung 25 (2019)

Editorial management: Edith Glaser & Carola Groppe
After political upheavals it has been and will again and again rely on the power of education. This was also the case in the Weimar Republic. Educational policy utopias were brought into legal as well as institutional forms and characterized social and educational-internal debates. In this context, not least the concept of democracy was controversial and contested. Its conceptual span in the Weimar Republic ranged from collectivist communitarian utopias to comprehensive parliamentarization and democratic participation in all organizations and institutions, including the education system. However, it also included issues of participation in education. With reference to the epoch between the end of the First World War and the assumption of power by the National Socialists debates on democracy and democratization, the role of the education system and its reform in this context should take place and the question of a societal need for political education should be discussed. In addition, analyzes of state reform measures and their successes and failures in the education system, as well as governmental and private initiatives in the welfare sector, from preschool to social work and in adult education, are also important for the topic. What struggles for democratization and participation in education have been fought? Which counter-concepts and projects were pursued, partly in explicit defense against democracy and increasing participation in education?
The upcoming jubilee “100 Years of the Weimar Constitution” in August 2019 should be taken as an opportunity to shed more light on the trend-setting legal requirements in the “school articles” for the educational policy of the coming decades with regard to the accompanying pedagogical debates and theoretical analyzes of the contemporaries. Not least to understand the Weimar period as an epoch in which it was fought with the help of education on the future orientation of the state and society and partly fought politically fanatically. What pedagogical ideas and concepts, groups, movements and individuals made their voice heard in the educational system and in public debates on education is an equally instructive question in the history of education as well as the hitherto neglected question of research on the correspondence of individual areas: the political education with the institutional reform, the educational ideas and concepts with legal measures and so forth.
If so far the so-called “Weimar school compromise” dominated a large part of the educational historical classification, in this focus the options and debates on more educational equity and a democratic future of the educational system in its institutional and non-institutional contexts (for example preschool, adult education) should be discussed more widely.
For when youth-oriented adult educators aspired to “Volkbildung durch Volksbildung”, union activists founded an “institution of higher education for the people of work” and reform-educational school projects became part of the public school system these initiatives always understood themselves as education for democracy and as elements a democratic education system, as an education for the new state. The universities were, for example, in Prussia by the Ministers of Culture Konrad Haenisch and Carl Heinrich Becker, involved in a new civic oriented educational work. At the same time, the education system must always count on a sense of democracy enmity from within, from parts of the teachers and the teachers in higher education institutions, and even on the agitation of anti-democratic interest groups and people. Since the years between the end of the First World War and the beginning of the National Socialist rule were not only in Germany an epoch of upheavals and attempted new beginnings, the focus should also be on debates and reforms of education in the young nation states, which formed after the end of the Austrian-Hungarian Dual Monarchy, and on transnational exchange. Individual studies, comparisons and cross-national questions of transnational nature can contribute to broadening the educational historical knowledge about the challenges of all new states. Although the term “political education” was only able to assert itself in the early Federal Republic – together with the academic discipline “political science” as a result of reeducation – for the scholastic and extracurricular areas it was already present after the First World War, oscillating between civic instruction and civic education. How this concept, its problems and its implementation attempts in the Weimar Republic compared with other states that faced similar challenges would be another possible perspective of analysis.

On the question of education, educational system reform, democracy, and its discussed alternatives, manifold educational historical accesses to institutions, protagonists, theoretical designs and pedagogical practices intersect. Therefore, this call for contributions aims at several levels:
– Which levels of democratization have been addressed or rejected in the educational discourse?
– Did other aspects than social inequality play a role, eg. emancipation of women, confessionalism, homosexuality?
– What options for social advancement through education have been reinforced or made possible, both in schools and at higher education institutions (eg. working students), and how have these been prepared, discussed and justified?
– By what developments ascension processes and processes of reproduction were possibly made more difficult?
– How and by whom youth care and youth welfare, early childhood education and care were taken into account and developed in the process of democratization?
– How and with what goals (strengthening or defending democracy and educational opportunities) representatives of pedagogy and the discipline of educational science as scientific advisers mingled in the design of the process of democratization of the education system and its contexts on the counseling level and on the level of action?
– How did teachers and professors react to the content-related and institutional democratization requirements?
– Were the international educational organizations (such as “new education fellowship”) and their congresses places of circulation of pedagogical knowledge?
Please send your exposé until 06/30/2018 via e-mail to the editors. Invitations to the authors are being made until 08/01/018. The contributions must be available by 11/15/2018. The appraisal and revision of the contributions will be completed until 03/31/2019. The book will be published in July / August 2019.
We also invite you to submit educational historical contributions for the areas treaties and sources that are not related to focus.

Editors:
Prof. Dr. Edith Glaser, Universität Kassel
Prof. Dr. Carola Groppe, Helmut-Schmidt-Universität, Universität der Bundeswehr Hamburg
Dr. Joachim Scholz, Bibliothek für Bildungsgeschichtliche Forschung
Kontakt: Dr. Joachim Scholz (scholz@dipf.de)

For more info, see https://www.hsozkult.de/searching/id/termine-37257?language=en

4. CALL FOR BLOGPOSTS: H-IDEAS’ BLOG “PREMODERN UNIVERSITIES”
This blog wants to open a project that started in 2015 with a British Academy/Leverhulme Small Grant to bring together an international working group scrutinising the nature and scope of higher learning and collaborative networks from the late Middle Ages to the era of Enlightenment. Novel approaches consider topics that university historians have largely ignored: the intense collaboration between university scholars and instructors; printers and providers of teaching objects and tools; administrators and students at academies, independent colleges, gymnasiums and Latin schools.

Website: https://networks.h-net.org/node/6873/blog/Premodern%20Universities
Word Count: between 500 and 3000 words (please use in-text references and a bibliography at the end, no footnotes!)

Deadline: Sept 1, 2018

Contact, discussion, and submission:
Anja-Silvia Goeing anja.goeing (at) gmail.com or agoeing (at) fas.harvard.edu
To make the effort worth for you and keep the quality of the posts as high as possible, I offer peer review and copyediting for the elected posts.

For more information, see https://networks.h-net.org/node/73374/announcements/1807804/call-blogposts-h-ideas’-blog-“premodern-universities”-search

5. UTLYSNING: 1–2 FORSKARE I EFTERKRIGSTIDENS KUNSKAPSHISTORIA, LUNDS UNIVERSITET

En anställning för 1–2 forskare i efterkrigstidens kunskapshistoria är utlyst vid Historiska institutionen, Lunds universitet. Anställningen är på 75 procent under minst två års tid.

Anställningen är knuten till Johan Östlings forskningsprogram som Wallenberg Academy Fellow, ”Kunskap i rörelse: Samhällelig cirkulation av kunskap i efterkrigstidens Sverige och Tyskland”. Finansiering kommer från Knut och Alice Wallenbergs Stiftelse.

Sista ansökningsdag är den 15 september.

Mer information finns här: https://lu.mynetworkglobal.com/se/what:job/jobID:211937/type:job/where:4/apply:1

6. SHCY 2019 Conference — EXTENDED DEADLINE FOR PROPOSALS
The programme committee has already received a large number of submissions for the 2019 SHCY conference to be held at Australian Catholic University in Sydney. A few requests for extra time to finalise organisation of panels have also reached us, and so we have decided to extend the deadline for submissions to 1 July, 2018.

The original Call For Papers can be found at: http://shcyhome.org/2018/03/shcy-2019-conference-cfp/

7. FASS-SANDIN ARTICLE PRIZE IN SCANDINAVIAN LANGUAGES
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in Danish, Norwegian, or Swedish on the history of children, childhood, or youth (broadly construed) published in 2017. The award consists of a plaque and a check for $250 US. The winner will be announced in the Autumn of 2018.

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

To nominate an article, send via email a PDF version of the article by July 15, 2018 to each of the Award Committee Members.

Christian Ydesen (Prize Committee Chair)
Department of Learning and Philosophy
Centre for Education and Policy Research
Aalborg University
Denmark
Email: cy@learning.aau.dk

Vegard Kvam, Associate Professor
Department of Education
Faculty of Psychology
University of Bergen
Norway
E-mail: Vegard.Kvam@uib.no

Christian Lundahl, Professor of Education,
School of Humanities, Education and Social Sciences,
Örebro University
Sweden
E-mail: Christian.Lundahl@oru.se

8. PUBLIKATIONER
Aldrin, Viktor. (2018). Skolavslutningar i kyrkan och spelet om religion i svensk skola. Skellefteå: Artror och Nrma bokförlag. 231 s. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-14201

Broberg, Åsa, Sandström, Birgitta (2018). Åsa Broberg & Birgitta Sandström, Hushållningens pedagogiska innehåll – en analys av ICA-Kuriren 1942. Historisk tidskrift 2018:2. http://www.historisktidskrift.se/fulltext/2018-2/HT_2018_2_255-285_broberg_sandstrom.htm

Hedlin, Maria (2018). För och emot könskvoteringen till förskollärarutbildningen: Argument i tidskriften Förskolan 1970-1981. Pedagogisk forskning i Sverige 23:1-2.

Hörstedt, Axel (2018). Latin Dissertations and Disputations in the Early Modern Swedish Gymnasium. A Study of a Latin School Tradition c. 1620-c 1820. Diss. Göteborgs universitet. Fulltext: https://gupea.ub.gu.se/handle/2077/55897

Larsson, Germund (2018). Förbrytelser och förvisningar: Bestraffningssystemet i de svenska läroverken 1905–1961. Diss. Uppsala: Uppsala universitet, 2018. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348822

Lindberg, Bo (2017). Den akademiska läxan: om föreläsningens historia. Stockholm: Kungl. Vitterhets historie- och antikvitets akademien.

Lindmark, D. (2017). Den muntliga traditionen inom den norrländska väckelsehistorien : Zakarias Lindmark och läseriet i Skelleftebygden i Carl Edquists författarskap. In Väckelser som minnes- och meningsskapande narrativ (pp. 21–56). Åbo: Åbo Akademi.

Magnusson, Eva Maria (2018). Vad händer i själva verket? Om styrning och handlingsutrymme i Skolverket under åren 1991–2014. Diss. Uppsala : Uppsala universitet, 2018. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-348018

Rahikainen, Marjatta, Att skaffa sig kompetens. Lärarinnor och föreståndarinnor i flickskolor i 1800-talets Sverige och Finland. Historisk tidskrift för Finland 2018:1.

Rahikainen, Marjatta, ‘School, Child Labour and Rationalization in Industrializing Europe’, ingår i Child Labour’s Global Past, 1500-2000, eds Kristoffel Lieten & Elise van Nederveen Meerkerk (Peter Lang 2011) https://doi.org/10.3726/978-3-0351-0218-5/7

Wisselgren, Per (2018). ”Bibliotekarieutbildning och bibliotekspraktik – en professionshistorisk triangulering”, i Bibliotekarier i teori och praktik: Utbildningsperspektiv på en unik profession, red. Joacim Hansson & Per Wisselgren, Lund: BTJ Förlag, s. 17-38.

Vikström, Emma (2018). Människosläktets århundrade: Ellen Key och Statens institut för rasbiologi. Personhistorisk Tidskrift, 114(1), 9-27.