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.

 

Annonser

Utskick 180516

1. Call: DOCTORAL STUDENT 4-YEAR POSITION, OULO, FI
2. DEADLINE EARLY BIRD: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE
3. PUBLICATIONS

1. Call: DOCTORAL STUDENT 4-YEAR POSITION, OULO, FI
Doctoral Student 4-year position (2018–2022), History, Faculty of Humanities
http://www.oulu.fi/history/node/52401

The University of Oulu is an international scientific community, with 16 000 students and approximately 3 000 employees. The strengths of the University are wide multidisciplinary study/research interests and modern research and study environment and good cooperation with international educational and research institutes. The following job is open in the University of Oulu:

Doctoral Student in the project Northern Rural Youth in Flux (NorFlux)

The Faculty of Humanities of the University of Oulu announces an opening for a Doctoral Student in History. The position is located in the cross-disciplinary research project Northern Rural Youth in Flux (NorFlux). The doctoral student will work as a member of the Northern Research Group for History of Childhood and Education (LAPANEN), and collaborate with the broader research community Transformation and Social Innovation for Sustainable Arctic Communities (TransArct) based at the Faculty of Humanities. The position is funded by the Eudaimonia Institute.

Subject field and description
The NorFlux project regenerates methodologies of history, youth studies, cultural studies, education and rural studies in order to identify important cultural and social shifts in the construction of Northern rural youth from late 19th century up until the present. Special focus is on the trajectories of rural young people in the past and in the present, as well as on future oriented social innovations aimed at young population in Northern and Arctic areas. The Doctoral Student is expected to work on his/her doctoral thesis, related to the overall theme of the NorFlux-project.

Duties, eligibility and evaluation criteria
The duties of the doctoral student include completing doctoral studies, taking part in the research group meetings, presenting his/her research at seminars and academic conferences, and other tasks. The researcher can also take part in teaching and supervision (max. 5% of working time).

A Masters’ degree (e.g. MA) in a relevant field (e.g. history, cultural studies, education or social sciences) is required. The appointee must have the ability to conduct independent scientific research. He/She should have excellent analytical and methodological skills, and be able to work both independently and collaboratively as part of a multidisciplinary scientific community. Experience in childhood and youth studies, as well as interest in Northern and Arctic research are considered advantages. Excellent command of written and spoken English is required. In the selection of the appointees emphasis will be placed on the relevance of the proposed research theme in relation to the wider Norflux-project. The top candidates will be interviewed (week 24–25).

The appointee will have to obtain the right to pursue a doctoral degree at the University of Oulu during the 6 months trial period (unless he/she has obtained this already by the time of appointment).

Salary
The salary will be based on the levels 2–4 of the demand level chart for teaching and research staff of Finnish universities. In addition, a salary component based on personal work performance will be paid (maximum of 46.3 % of the job-specific component).

Application and enclosures
Apply online latest on Thursday 31 May 2018 in Saima-portal. Please include the following attachments in your application:

1. A cover letter including the following information: a statement of the applicant’s motivation to work as a doctoral student in the NorFlux-project; a short biography explaining the applicant’s experience and knowledge of NorFlux’s research field (e.g. MA thesis theme, experience in research methods); contact information for two referees (e.g. supervisor of MA thesis).
2. A short description of the applicant’s research interests for the PhD (max 2 pages).
3. A brief curriculum vitae (max. 4 pages) presented in the following format:
1. Full name and date
2. Date and place of birth, nationality, current residence
3. Education and degrees awarded
4. Other education and training, qualifications and skills (e.g. research methods, IT and software skills)
5. Language skills and proficiency
6. Current position
7. Previous work experience
8. Publications
9. Other merits
The application may be submitted in Finnish or in English. Please, submit your application as one pdf file, and name the file with your last name and the initial(s) of your first name(s).
The position is filled as of 1 September 2018 or as soon as possible thereafter. The duration of the contract is 4 years. A trial period of 6 months is applied in the position.

Further information

http://www.oulu.fi/history/node/52401
Kaisa Vehkalahti
PI, Northern Rural Youth in Flux (NorFlux)
University Lecturer in Arctic and Northern History
Tel. +358-(0)50-3597292 / +358-(0)50–4911746
E-mail kaisa.vehkalahti(at)oulu.fi
http://www.oulu.fi/university/researcher/kaisa-vehkalahti

2. DEADLINE EARLY BIRD: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE
The theme for the seventh Nordic Educational History Conference is education and society in change. How has education and upbringing dealt with societal challenges and needs throughout the ages? How can educational history contribute in meeting today’s societal challenges – such as increasing inequality, migration, climate change and technology? In what way can we best investigate these challenges historically?

The theme of the conference is wide and invites to multiple reflections and analysis. Educational history is today an interdisciplinary research field that includes researchers from various academic disciplines and has a broad thematic scope – from childhood history and youth history, through school, university and church history, to pedagogical history and ideology. We hope that the conference will highlight issues related to the theme of the conference with multiple historical perspectives and methods.

The previous six conferences have been held in Sweden. The Seventh Nordic Educational History Conference will be arranged at the Norwegian University of Science and Technology (NTNU) in Trondheim in Norway. Organizer is the Department of Education and Lifelong Learning in collaboration with the Utbildningshistoriska nätverket, Nordic Journal of Educational History and a national program committee.

Please notice: Early bird price for registration available until 20 June 2018, see https://www.ntnu.no/nordisk-utdanningshistorie-2018/home

7. PUBLIKATIONER
Dalberg, Tobias (2018). Mot lärdomens topp [Elektronisk resurs] Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbana under 1900-talets första hälft. Diss. Uppsala : Uppsala universitet, 2018. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-346824

Spjut, Lina (2018). Att (ut)bilda ett folk: Nationell och etnisk gemenskap i Sveriges och Finlands svenskspråkiga läroböcker för folk- och grundskola åren 1866-2016. Diss. Örebro : Örebro universitet, 2018.

utskick 180501

1. CfP: KVINDER, KØN & FORSKNING
2. UTBILDINGSHISTORISKT TEMANUMMER: NORSK PEDAGOGISK TIDSKRIFT
3. VÄGVAL NR 1 / 2018 – INNEHÅLLSFÖRTECKNING
4. FYRA (!) DISPUTATIONER MED UTBILDNINGSHISTORISK RELEVANS
5. CfP: SPECIAL ISSUE: ALTERNATIVE PEDAGOGIES
6. THE SCALE OF THE CHILD. WORKING SEMINAR ON CHILDREN, DESIGN AND MATERIAL CULTURE (COPENHAGEN)
7. PUBLIKATIONER

1. CfP: KVINDER, KØN & FORSKNING
Køn i akademia var titlen på et stort forskningsprojekt omkring årtusindeskiftet. Det handlede om kvinders vej gennem det højere uddannelsessystem og tegnede et billede af et system med stadig flere kvindelige studerende og ansatte, men også præget af patriarkalske strukturer, som fastholdt kvinder – og mænd – i på forhånd givne roller. 10-15 år senere er de patriarkalske strukturer og heteronormative logikker ikke længere (helt) så urokkelige, og spørgsmålet er, hvilken rolle køn idag spiller i den akademiske verden. Udvikling af safe spaces, etablering af trans studier, aktivisme mod sexisme på universiteter i kølvandet af MeToo-bevægelsen, og (studenter) initiativer som fx Fællesskab for Kritiske Antropologer og FRONT, der sigter mod at afkolonialisere undervisningspensummet og gøre op med diskriminerende strukturer på universitetet, har skabt opmærksomhed om problematiske dimensioner i den akademiske kultur. Samtidig har grænserne omkring akademia rykket sig fx i forhold til professionsuddannelserne – men også i forhold til forståelsen af en akademisk uddannelse. Fremdriftsreform, budgetteringsmodeller og dimensionering resulterer i nye studiereformer, præget af hensynet til gennemførsel og efterfølgende beskæftigelse.

Med dette temanummer af Kvinder, Køn & Forskning vil vi derfor stille spørgsmålet om køn i akademia på ny og placere det ind i den nutidige kønsforskning. Hvordan gør køn (ikke) en forskel i akademia? Hvad er køns rolle i forhold til kategorier som fx klasse, etnisk baggrund, funktionsnedsættelse eller seksualitet, og hvordan udspiller sig denne intersektionelle forankring i akademia?Hvis ligestilling i dag er et spørgsmål om mere end bare køn, hvordan ville akademisk ligestilling og ligestilling i akademia ser ud, og hvordan kunne den opnås? Hvordan er (kønnede og kønnende) magt og magtforhold knyttet til akademiske praksisser? Hvad er akademias affektive og emotionelle økonomier og hvordan spiller de sammen med køn (og andre krydsende katgorier)? Disse (og andre) spørgsmål ønsker vi at adressere i dette nummer af Kvinder, Køn & Forskning. Vi inviterer derfor til indsendelse af bidrag – historisk, nutidigt, kvantitativ, kvalitativ, teoretisk, metodisk og metodologisk reflekterende – som fx handler om

• akademisk forskning, viden og uddannelse i et (intersektionel) kønsperspektiv
• udannelsespolitik og akademias politiske dimensioner
• (kritisk) universitetspædagogik
• dimensioner af (u)lighed og (u)ligestilling i akademia som uddannelsessted og arbejdsplads
• akademisk (studenter) aktivisme og aktivistisk samarbejde mellem akademia og samfundet
• vidensproduktion, magt og teknologi

såvel som andre relevante bidrag. Nummerets temaredaktion består af Ning de Conick-Smith, Aarhus Universitet, Sebastian Mohr, Karlstads Universitet och Julia Suárez-Krabbe, Roskilde Universitet.

Deadline for indsendelse af abstracts: 20.05.2018 (max 1 side; inkl. kort forfatterbiografi)

Deadline for indsendelse af artikler: 09.09.2018

Artikler må maksimalt fylde 45.000 anslag alt inklusive (se skrivevejledningen på Kvinder, Køn & Forsknings hjemmeside http://koensforskning.soc.ku.dk/kkf/skriveguide/). Tekster modtages på dansk og nordisk (svensk/norsk).

Abstract sendes til redaktionssekretæren på redsek@soc.ku.dk. Redaktionen modtager også gerne , boganmeldelser, essays eller debatindlæg, der relaterer til ovennævnte områder.

2. UTBILDINGSHISTORISKT TEMANUMMER: NORSK PEDAGOGISK TIDSKRIFT

Norsk pedagogisk tidskrift 2 (2018)

Innehåll:
Marthe Hommerstad: Lærerløft anno 1814 – Diskusjoner om lærerkompetansen i allmueskolen på landet i Stortinget på begynnelsen av 1800-tallet.

Ruth Hemstad: ”Skandinaviens geografi”. Lærebokstrid og kartdebatt – alternative nasjonsbyggingsprosjekter 1815-1856

Esbjörn Larsson: Hyddans Son i ett framväxande parallellskolesystem – skolavgifter och försörjingskrav vid de svenska allmänna skolorna under 1800-talets första hälft.

Merethe Roos: Nogle Bemærkninger angaaende den nye Læsebog for Folkeskolen og Folkehjemmet. En nylesning av Julius Bruuns tekst i Luthersk Kirketidende 1867.

Henrik Edgren: Skandinaviskt och nordiskt i Läsebok för Folkskolan under 1800-talets avslutande decennier

Hans Henrik Hjermitslev: Mellem dannelses og nytte: Et perspektiv på folkehøjskolernes historie

Anette Faye Jacobsen: Religionsfrihed og pædagogisk reform.

3. VÄGVAL NR 1 / 2018 – INNEHÅLLSFÖRTECKNING

Joakim Landahl
Inledning

Sandra Hellstrand
Debatterna om svensk lärlingsutbildning 1890-1917

Åsa Broberg
”Prövotiden är en gammal institution i yrkesskolan och har varit till mycket välsignelse”

Agneta Järnankar
”Vi måste lära oss hitta ginvägar inom det husliga arbetet!”

Bert Mårald
Realskolans uppgång och fall

Majsa Allelin
”Inom grundskolans ram erövrar realskolan åter” – Intervju med Göte Rudvall

Hela numret finns tillgängligt på:

VÄGVAL NR 1 / 2018, “VÅRNUMMER”

4. FYRA (!) DISPUTATIONER MED UTBILDNINGSHISTORISK RELEVANS
Under senvåren sker flera disputationer som har utbildningshistorisk relevans:

Datum: 18 maj, kl. 10.15–12.00. Ola Winberg försvarar sin avhandling Den statskloka resan. Adelns peregrinationer 1610-1680. Plats: Humanistiska teatern, Lokal 22-0008, Uppsala

Datum: 25 maj, kl. 13.15–15.00. Tobias Dalberg försvarar sin avhandling i utbildningssociologi: Mot lärdomens topp. Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbanor under 1900-talets första hälft. Plats: Universitetshuset, sal IX, Uppsala

Datum: Fred. 8 juni 2018 kl. 13.15. Germund Larsson försvarar sin avhandling Förbrytelser och förvisningar. Bestraffningssystemet i de svenska läroverken 1905–1961. Plats sal X, Universitetshuset, Uppsala

Datum och plats: 2018-06-15 13:15 Örebro universitet, Prismahuset, Hörsal P1, Örebro. Lina Spjut försvarar sin avhandling Att (ut)bilda ett folk: Nationell och etnisk gemenskap i Sveriges och Finlands svenskspråkiga läroböcker för folk- och grundskola åren 1866-2016

5. CfP: SPECIAL ISSUE: ALTERNATIVE PEDAGOGIES
Call for Papers – v. 7 n. 1 (January-June 2020)

Special Issue: Educating in Other Ways: «Alternative» Pedagogies and «Different» Schools in the Second Half of the Twentieth Century

Guest Editor: Joaquim Pintassilgo (Universidade de Lisboa, Portugal)

Deadline: December 1, 2018

Throughout the nineteenth and twentieth centuries, the consolidation of the so-called «school form» of education naturalized a certain way of organizing different dimensions of school life, namely in terms of time, space, curriculum, pedagogical relation, educational practices or school rituals. This model has been criticized since its early days, particularly in the transition from the nineteenth to the twentieth century. The «new schools» that were then developed sought to embody the search for partial or global alternatives to the so-called «traditional» school. Although with different characteristics regarding contexts and moments, this is a process that carried on throughout the twentieth century.

This monographic number of Espacio, Tiempo y Educación calls for contributions based on historiographical research that seek to reflect critically on the experiences of «alternative» pedagogies and «different» schools developed along the second half of the twentieth century (and still existing nowadays). And particularly contributions that pay attention to the way in which the ideas underlying those projects circulated internationally and were creatively appropriated in the various local contexts. It is important to recall that the theme «Educating in other ways» is inspired by the title of a remarkable work by the historian António Candeias about the most charismatic amongst the Portuguese «new schools» – Escola Oficina 1 in Lisbon.

•«Innovation», «tradition» and «innovation traditions» in
education: roots and mutations of innovative ideas in education.
•A glance at the diverse world of «alternative pedagogies».
•«Different schools»: census and case studies.
•The plural heritage of a «progressive» pedagogy: repertoire of
practices and materialities.
•International circulation and local appropriations of innovative ideas:
actors, networks and movements.

For more information, see http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/announcement/view/25

6. THE SCALE OF THE CHILD. WORKING SEMINAR ON CHILDREN, DESIGN AND MATERIAL CULTURE (COPENHAGEN)

Date: May 15 2018 12.00-17.00

12.00-12.30 Welcome by Ning de Coninck-Smith and Trine Brun Petersen
Sandwiches will be served during the welcome
Keynote lecture

12.30-13.30 Gary Cross, Penn State University
”Childhood and Play Miniatures in 20th Century America: Generation, Autonomy and Memor”

Short presentations
13.30-14.00 Anders V. Munch, University of Southern Denmark
In and Out of Scales. Zooming in on Children

14.00-14.30 Katrine Stenum, Trapholt
Kay Bojesen – a Playful Person

14.30-15.00 Ning de Coninck-Smith, Aarhus University
From Playing on the Table to Playing on the Floor. Kay Bojesens Toys and
the Spaces of Children

Coffee break

15.30-16.00 Trine Brun Petersen, University of Southern Denmark
Fashioning Childhood in the Danish Welfare State: The Case of ”Englebørn”

16.00-16.30 Anna-Mamusu Sesay, Design School Kolding
Stepping into the Baby’s Wardrobe – Opening up for the Complexity of
Sustainable Consumption

16.30-17.00 Helle Maria Skovbjerg, Design School Kolding
Play Media – A Conceptualization of Play Tools

For more information, see http://edu.au.dk/fileadmin/edu/Arrangementer/TheScaleoftheChild_15-5-2018.pdf

7. PUBLIKATIONER

Hedenborg, Susanna (2018). The red or the blue pill – the history of education is inherently gendered. Bildungsgeschichte. International Journal for the Historiography of Education 2018:1.

Kvam, Vegard (2018) Compulsory school attendance as a child welfare initiative: the socio-political function of education legislation with respect to vulnerable children in Norway, 1814–1900, History of Education, DOI: 10.1080/0046760X.2018.1430866

Lundahl, C. (2018). The Organising Principles of Disciple Assessment in the Swedish School Ordinances 1561–1724. Alarcón, C. & Lawn, M. (eds.) Student Assessment Cultures in historical perspective. Berlin: Peter Lang.

Låby, Elin (2018). Vinnande bilder! Teckningstävlingar för barn 1938-2000. Diss. Linköping: Linköpings universitet, 2018

Westberg, Johannes. ”A Conflicted Political Will to Levy Local Taxes: Inequality and Local School Politics in Sweden, 1840–1900.” Nordic Journal of Studies in Educational Policy 4, no. 1 (2018/01/02 2018): 3-12. https://www.tandfonline.com/doi/full/10.1080/20020317.2018.1442981

Winberg, Ola (2018). Den statskloka resan [Elektronisk resurs] Adelns peregrinationer 1610–1680. Diss. Uppsala : Uppsala universitet, 2018
Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-347075

Utskick 180329

1. ANSTÄLLNING SOM DOKTORAND, TEMA BARN (LiU)
2. CfP: SHCY 2019 CONFERENCE: ENCOUNTERS AND EXCHANGES
3. PUBLIKATIONER

1. ANSTÄLLNING SOM DOKTORAND, TEMA BARN (LiU)
Anställning som doktorand i tema Barn, LiU. Doktorandanställningen utlyses inom ramen för forskningsprojektet ”Flykt från skammen eller semester från familjen? Marknaden för privata spädbarnshem och barnpensionat 1915-1975” (finansierat av Vetenskapsrådet). Projektets syfte är att undersöka institutionella förutsättningar för vinstdriven barnavård under perioden 1915-1975 och på så sätt problematisera bilden av att vinstintressen och enskilda utförare inom den svenska välfärdssektorn är något nytt. Projektet består av historisk forskning som kombinerar barnperspektiv med ekonomisk institutionell teori och teorier om konsumtion, genus och muntlig historia. Anställningen ingår i en tvärvetenskaplig forskargrupp där doktorandprojektet genom intervjuer och granskning av minnesmaterial ska undersöka relationerna mellan barn, föräldrar och personal på privata spädbarnshem och barnpensionat.

Sista ansökningsdag är 17 april och annonsen finns här: https://liu.se/jobba-pa-liu/lediga-jobb?rmpage=job&rmjob=7906&rmlang=SE

2. CfP: SHCY 2019 CONFERENCE: ENCOUNTERS AND EXCHANGES

SHCY 2019 Conference CFP: 26-28 June, Australian Catholic University, Sydney

Conference Theme: “Encounters and Exchanges”
Proposal Submission Deadline: Wednesday, 30 May, 2018

The Society for the History of Children and Youth invites proposals for panels, roundtables, workshops or papers that explore histories of children and youth from any place and in any era. We particularly encourage proposals for complete sessions, rather than individual papers, and we are interested in proposals which explore a theme or idea across diverse chronological or geographical settings. We also strongly encourage panels, workshops and roundtables which propose innovative presentation styles, particularly those which show that they will promote discussion and interactive exchanges of ideas.
We encourage all proposals to consider how their work might build on the 2019 conference theme: “Encounters and Exchanges.” The theme invites reflection on the many ways in which relational interactions shape the experience and understandings of childhood and youth. Given the conference’s location, proposals might consider the significance of geography, nation, culture or place, but they could also conceptualise the theme more broadly. How do we understand personal relationships with parents, siblings and friends? How do states, schools and religious institutions interact with children and young people? How do larger forces like colonialism and empire shape the opportunities for encounters and exchanges between children across time and place? How do we encounter our own memories of childhood? How do particular theoretical frameworks or interdisciplinary studies invite deeper exploration of the conference theme?

For more information, see https://networks.h-net.org/node/18732/discussions/1575735/cfp-shcy-2019-sydney-australia

3. PUBLIKATIONER
Lundberg, Björn (2018). Naturliga medborgare. Friluftsliv och medborgarfostran i scoutrörelsen och Unga Örnar 1925-1960. Arkiv förlag/A-Z förlag.

Modéer, Kjell Å. (2017). Det förpliktande minnet: Juridiska fakulteten i Lund 1666-2016. Stockholm: Santérus

Quarfood, Christine (2017). Montessoris pedagogiska imperium: kulturkritik och politik i mellankrigstidens Montessorirörelse. Göteborg: Daidalos

Tønnesson, Johan L. & Roos, Merethe (red.) (2017). Sann opplysning?: naturvitenskap i nordiske offentligheter gjennom fire århundrer. Oslo: Cappelen Damm Akademisk

Topelius, Zacharias, Nylund, Magnus, Andersson, Håkan, Knif, Henrik & Forssell, Pia (2017). Naturens Bok och Boken om Vårt Land. Helsingfors: Svenska litteratursällskapet i Finland

Utskick 180319

1. TWO PhD-POSITIONS IN HISTORY OF EDUCATION (UMEÅ)
2. CfP FOR SPECIAL ISSUE THE SEVENTH NORDIC CONFERENCE ON THE HISTORY OF EDUCATION
3. CfP SVENSKA HISTORIKERMÖTET 2019
4. PUBLIKATIONER

1. TWO PhD-POSITIONS IN HISTORY OF EDUCATION (UMEÅ)
There are two doctoral positions open in “History and Education” at Umeå University, both are open for applicants within both educational history and history education.

Deadline for application is April 3, 2018. Please, forward this to potential applicants.

In Swedish:
https://www.umu.se/jobba-hos-oss/lediga-jobb/tva-doktorander-i-historia-med-utbildningsvetenskaplig-inriktning_194680/

In English:
https://www.umu.se/en/work-with-us/open-positions/two-doctoral-positions-in-history-and-education_194680/

2. CfP FOR SPECIAL ISSUE THE SEVENTH NORDIC CONFERENCE ON THE HISTORY OF EDUCATION
Presenters at The Seventh Nordic Conference on the History of Education are invited to submit their papers to be considered for publication in a special issue of the Nordic Journal of Educational History, which will be published in 2019 (autumn). The deadline for submissions is October 30, 2018.

The Nordic Journal of Educational History (NJEdH) is an interdisciplinary journal dedicated to scholarly excellence in the field of educational history. The journal takes special responsibility for the communication and dissemination of educational history research of particular relevance to the Nordic region, but welcomes contributions exploring the history of education in all parts of the world. The theme for The Seventh Nordic Conference on the History of Education is education and society in change. How has education and upbringing dealt with societal challenges and needs throughout the ages? How can educational history contribute in meeting today’s societal challenges – such as increasing inequality, migration, climate change and technology? In what way can we best investigate these challenges historically?

The theme of the conference is wide and invites to multiple reflections and analysis. Educational history is today an interdisciplinary research field that includes researchers from various academic disciplines and has a broad thematic scope – from childhood history and youth history, through school, university and church history, to pedagogical history and ideology. We hope that the special issue will highlight issues related to the theme of the conference with multiple historical perspectives and methods.

The journal applies a double-blind peer review procedure and is accessible to all interested readers. No fees are charged for publication or subscription. Submissions should be between 35,000 and 65,000 characters (including footnotes and spaces). Both English and Scandinavian languages are accepted. No fees are charged for publication or subscription). The submission should be marked “Special issue: Conference on the history of education 2018”

For more info, see http://www.org.umu.se/digitalAssets/208/208582_call-for-papers-conference-2018.pdf

3. CfP SVENSKA HISTORIKERMÖTET 2019
Huvudtema för 2019 år Svenska historikermöte är Rättigheter. Med detta vill vi rikta fokus på såväl nutida som forna aktörers kamp för rättigheter av olika slag, ett tema som spänner mellan till exempel rätten till den egna kroppen som en individuell rättighet, till rätten till medbestämmande och samhällsdeltagande som kollektiva demokratiska rättigheter.
Arrangörer för Svenska historikermötet 2019 är Linnéuniversitetet och Svenska Historiska Föreningen.

Call for Papers
Förslag på sessioner, papers och posterpresentationer som behandlar huvudtemat är särskilt välkomna, men naturligtvis välkomnar vi ämnen utanför det. Ett viktigt syfte med mötet är att spegla bredden i svensk historisk forskning.

Förslag på sessioner m m kommer att kunna lämnas in via denna sida – en länk för detta kommer snart att finnas här! Sista inlämningsdatum för förslag: 1 oktober 2018.

För de som vill medverka med egen session vill vi framhålla det önskvärda i att även bjuda in personer som inte hör till den egna institutionen/ avdelningen. Tiden för varje session är en och en halv timma, varför det inte bör vara fler än fyra papers/presentatörer under varje session. Respektive sessionsledare kommer att ges i uppdrag att samordna innehåll och presentationer i dessa.

Viktiga datum (preliminära):
sista inlämningsdag för förslag till sessioner: 1 oktober 2018
besked om sessioner kommer att kunna ges i slutet av oktober 2018
anmälan för att delta öppnar i januari 2019 och stänger i slutet av april
programmet beräknas vara tillgängligt strax efter årsskiftet 2018/19

För eventuella frågor och mer information använd följande epostadress: svenskahistoriemotet19@lnu.se För mer info se också: https://lnu.se/forskning/konferenser/svenska-historikermotet-2019/

4. PUBLIKATIONER
Roos, Merethe. ”Tidlige skoleforbindelser: Svensk-norsk ideutveksling på skolens område rundt midten av det 19. århundre og dannelsen av tekstkulturer over kjølen” in Nordic Journal of Educational History. 2018;5(1): 3-25.

Karlsson, Tobias; Fay Lundh Nilsson; Anders Nilsson. “Vocational Education and Industrial Relations: Sweden 1910–1975” in Nordic Journal of Educational History. 2018;5(1): 27-50.

Westberg, Johannes, “A Conflicted Political Will to Levy Local Taxes: Inequality and Local School Politics in Sweden, 1840-1900”, Nordic Journal of Studies in Educational Policy (Published online: 12 March 2018). https://doi.org/10.1080/20020317.2018.1442981

Utskick 180218

1. ASSOCIATE PROFESSOR IN HISTORY EDUCATION (STAVANGER)
2. ISCHE PRE-CONFERENCE CfP: EDUCATIONAL FUNDING
3. VÄGVAL NR 4 / 2017 – VINTERNUMRET
4. PROFESSOR (TENURE) IN HISTORY OF EDUCATION (BOCHUM)
5. PUBLIKATIONER

1. ASSOCIATE PROFESSOR IN HISTORY EDUCATION (STAVANGER)
The University of Stavanger is seeking an Associate Professor in History Education.
Duties and academic community
The position is organisationally affiliated to the Faculty of Arts and Education, Department of Languages and Cultural Studies (IKS). At the Department, research and teaching in history and history education are conducted for students at undergraduate degree (BA), master’s degree in History Education, lecturer’s education for 8th -13th grade and at doctoral level (Ph.D. in Literacy Studies and PhD in Educational Sciences). The history group has two thematic areas of focus: history education and environmental history. The group conducts research and teaching in all historical periods from ancient times to today, within different topics from the local to the global, from political history to social history.

This position in History Education will be part om the Future-Pasts Research Group at IKS and of its international network, which focuses on research within History Education, Public History, Uses of History, Historical Literacy and Cultural Memory Studies. This research group is interested in the study of various forms of uses, representations and understandings of the past articulated by individuals or groups and in the preconditions these representations shape for the future.

The subject area for the position is History Education.
As an Associate Professor, you will primarily teach and guide students at bachelor’s, Master’s and PhD level within the actual subject area, conduct research and disseminate research results within relevant research fields in the department, and contribute to the development of partnerships with businesses. The development and use of varied and digital learning methods in teaching, innovation and value creation based on results from research, academic and artistic development work will be included in the position. The job description gives a more detailed description of the subject area and relevant duties for associate professors.

Deadline: Wednesday, February 28, 2018

For more information, see https://www.jobbnorge.no/en/available-jobs/job/147236/associate-professor-in-history-education

2. CFP : Training programs and geographical mobilities: models, tools and strategies. France and its colonial Empire, 18th-21st centuries.
by Clémence Cardon-Quint
CALL FOR PAPERS
Conference, Bordeaux (France), June 13-14, 2019
Submission deadline : June 1, 2018

This conference aims at shedding light on the many ways in which mobility participates, alongside the deployment of a geographically organized offer, in the social and territorial structuration of the educational system and, more generally, of a society in which Paris competes with the “province”, big cities with medium-sized ones, and urban areas with rural ones. The purpose is therefore to question the specific logic that undermines, on the one hand, the way educational offer is deployed, and, on the other hand, the organization of individual and collective mobilities. We can also wonder how both are linked and whether they are complementary or competing.

By focusing on the French situation, we wish to create favorable conditions for a real work of periodization, knowing that the phenomena studied are closely dependent on the specificities of a certain State, territory or population. Yet, presentations on other national spaces might find their place in the conference if they actively contribute to the formulation of hypothesis relevant to the French situation.

Information, call for papers, link to submission form : https://formation-mobil.sciencesconf.org / https://formation-mobil.sciencesconf.org/?forward-action=index&forward-controller=index&lang=en

3. VÄGVAL NR 4 / 2017 – VINTERNUMRET
Innehållsförteckning:
Sofia Persson
Inledning

Johannes Westberg
Folkskolestadgan 175 år – Vad innebar den?

Åsa Klintborg Ahlklo
Trädgården som bildningsmönster och pedagogisk modell under 1800-talet

Martin Malmström
Skrivkrisgenren i historiskt ljus

Sten Svensson
Två skolkommissioner – liknande problem – men helt olika lösningar

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

4. PROFESSOR (TENURE) IN HISTORY OF EDUCATION (BOCHUM)
The Department of Educational Sciences at the Ruhr-Universität Bochum, invites applications for the position of a Professor (Tenure) in History of Education to start in October 2018 or as soon as possible.

The deadline to apply is March 31, 2018. Further information about the call available here: http://www.ische.org/wp-content/uploads/2018/01/Ausschreibung_engl_2018-1.pdf

5. PUBLIKATIONER
Bjarnadóttir, K., Furinghetti, F., Menghini, M., Prytz, J., &; Schubring, G. (Eds.). (2017). ‘Dig where you stand’ 4 : Proceedings of the Fourth International Conference on the History of Mathematics Education. Presented at the International Conference on the History of Mathematics Education, Roma: Edizioni Nuova Cultura.

Malmström, Martin (2017). Synen på skrivande : Föreställningar om skrivande i mediedebatter och gymnasieskolans läroplaner [Elektronisk resurs]. Lund: Lund University (Media-Tryck)
Tillgänglig på Internet: http://portal.research.lu.se/ws/files/23809671/Malmstro_m_Synen_pa_skrivande.pd

Nell, Jennie & Sjödin, Alfred (red.), Kritik och beundran: Jean-Jacques Rousseau och Sverige 1750-1850, Ellerström, Lund, 2017

Nieminen, Marjo, Regulated and liberated bodies of schoolgirls in a Finnish short film from the 1950s. Paedagogica Historica. http://www.tandfonline.com/doi/full/10.1080/00309230.2018.1429476

Prytz, J. (2017). The production of textbooks in mathematics in Sweden, 1930-1980. In ‘Dig where you stand’ 4 : Proceedings of the fourth International Conference on the History of Mathematics Education (pp. 309–324). Roma: Edizioni Nuova Cultura. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-329480

Prytz, J. (2018). The New Math and School Governance : An Explanation of the Decline of the New Math in Sweden. In Researching the History of Mathematics Education : An International Overview (1st ed., pp. 189–216). Springer International Publishing. https://doi.org/10.1007/978-3-319-68294-5_10

Sandmo, Erling, Östling, Johan, Sandmo, Erling, Larsson Heidenblad, David & Nilsson Hammar, Anna, Circulation of knowledge: explorations in the history of knowledge, Lund, 2017. http://portal.research.lu.se/portal/en/publications/circulation-of-knowledge(a7665a5e-d60f-43f2-8bd0-8a7779717a55).html

Volckmar, Nina. The Enduring Quest for Equity in Education: Comparing Norway and Australia, Scandinavian Journal of Educational Research 25.01.2018. http://www.tandfonline.com/eprint/K2sdjvFBqDVCwvk4tpj9/full

Utskick 180109

1. ISCHE: DEADLINE 31 JANUARY
2. ISCHE PRE-CONFERENCE CfP: EDUCATIONAL FUNDING

3. REGISTRATION OPEN: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE. DEADLINE PROPOSALS JANUARY 31
4. CALL FOR PANEL-PARTICIPANTS: ”SKOLEMUSEER OG DERES FREMTID”; ”SKOLEHISTORIEN I DEN POLITISKE ORKANS ØJE”

5. PROFESSIONER-UDDANNELSE-HISTORIE: PRESENTATIONER AV UDDANNELSESHISTORIE 2017
6. PUBLIKATIONER

1. ISCHE: DEADLINE 31 JANUARY
This interplay of nature, society, and education in the histories of education is the main topic of the conference. ISCHE 40 will be a powerful platform for historicizing the present and for exploring the theoretical and empirical richness of history of education as a field.
The following themes would be of interest for the conference:

• Nature as argument in educational discussions and theories
• Anti-nature and antinaturalism as drivers of modern educational practices and discourses
• The nature(s) of the human being in educational contexts and practices
• Nature and civilization; nature and technology; nature and ecologies
• Nature and the natural world as educational settings
• Nature as a medium and subject of education
• Animals and the human
• The urban and the natural child

Important Dates:
Deadline for submission: January 31, 2018
Notification of acceptance: March 15, 2018

For more information, see http://conferences.ische.org/ocs-2.3.6/index.php/2018/2018/schedConf/cfp

2. ISCHE PRE-CONFERENCE CFP: EDUCATIONAL FUNDING
Educational funding is vital for our understanding of mass schooling. As Brian Simon once noted, finance is “the life blood of any system that requires effective resources for healthy functioning.”[1] An increasing number of researchers – both in history of education and in economic history – have consequently addressed various aspects of the economic and financial dimension of primary, secondary and tertiary education[2]. Economic historians have investigated how variations and changes in educational expenditure have been linked to, for example, factors such as wealth inequality, political voice and fiscal capacity, social historians have explored systems of local funding, and historians and educationalist have also explored finance from a policy-perspective.
Despite the immense contributions of these studies, there nevertheless remains a wide range of unanswered questions. These include the issues of school vouchers and centralized versus decentralized systems of funding on primary school level, and how the funding of secondary education (that in many countries at least used to be a privilege for those who could afford it) relates to primary school finance. On the tertiary level, we have the question of the funding of universities, and, not the least, the history of student loans that require further studies.
The purpose of this workshop is to stimulate the growing research in the history of educational finance by bringing researchers of different disciplines and nationalities together. Thus, our workshop will foster a dialogue between quantitative and qualitative approaches, and promote international comparative perspectives on education funding. One the one hand, we will try to use the comparison as a tool to better identify and analyze common trends; on the other hand, we will be attentive to the circulation and local reinterpretations of different funding models, advocated for political, economic or pedagogic reasons.
The one day pre-conference workshop will give the opportunity to identify current trends of research. The conclusive discussions will focus on the future Standing Working Group (objectives, planning, publications etc.)

Proposals may include:
Literature reviews : with geographical, chronological, thematic or methodological focuses
Presentation of current researches : sources, methodology, results
Presentation of planned projects : sources, methodology, planning, expected results

The proposals may deal with (but are not restricted to) the following topics:

The public debate. What issues are publicly discussed? Who takes part in the debates? What kind of arguments (economic, politic, social etc.)? What models of social, territorial or international solidarity are eventually advocated?

Administrative routines. To what extent may the analysis of administrative routines shed light on changes in funding models (shift to gratuity, growing involvement of the state etc.) [3]?

Funding models. How have education been funded using monetary and non-monetary resources? How have these resources been distributed between schools and various levels of education? What consequences have the funding models had on schooling and society?

Pedagogical aspects. Educational funding does, as Donald Warren noticed, reveal intentions, plans and visions[4]. Thus, it would be useful to scrutinize and compare the articulations of pedagogic transformations and extension of a level of education. Considering the gradualist trend of public budgets, we may think that educational system that have massively engaged in democratization before costly pedagogic reforms took place may have attained lower level of expenses than countries where pedagogic renovation and democratization have gone hand in hand.

Local, national and international actors
During the 19th and the 20th centuries, mass schooling and educational expansion became a concern for a vast array of local, national and international actors. The workshop will provide the opportunity to study how local administrations, private bodies, Nation-States and international organizations (Unesco, World Bank) produced and implemented funding models of educational systems in various historical and cultural settings. Rivalries and interplays between those actors will be particularly investigated, as well as their effects in Western and extra-European countries

Deadline: February 28, 2018. Please submit your abstract (max. 500 words) including title, name, institutional affiliation, conceptual approach, historical sources and main discussion points to:

clemence.cardon-quint@u-bordeaux.fr
damiano.matasci@unil.ch
johannes.westberg@oru.se

For more information, see http://www.ische.org/ische-40-pcw-cfp-funding-mass-education/

3. REGISTRATION OPEN: SEVENTH NORDIC EDUCATIONAL HISTORY CONFERENCE. DEADLINE PROPOSALS JANUARY 31
The theme for the seventh Nordic Educational History Conference is education and society in change. How has education and upbringing dealt with societal challenges and needs throughout the ages? How can educational history contribute in meeting today’s societal challenges – such as increasing inequality, migration, climate change and technology? In what way can we best investigate these challenges historically?

The theme of the conference is wide and invites to multiple reflections and analysis. Educational history is today an interdisciplinary research field that includes researchers from various academic disciplines and has a broad thematic scope – from childhood history and youth history, through school, university and church history, to pedagogical history and ideology. We hope that the conference will highlight issues related to the theme of the conference with multiple historical perspectives and methods.

The previous six conferences have been held in Sweden. The Seventh Nordic Educational History Conference will be arranged at the Norwegian University of Science and Technology (NTNU) in Trondheim in Norway. Organizer is the Department of Education and Lifelong Learning in collaboration with the Utbildningshistoriska nätverket, Nordic Journal of Educational History and a national program committee.

The registration and submission of paper and session proposals is now open at: https://www.ntnu.no/nordisk-utdanningshistorie-2018/home

4. CALL FOR PANEL-PARTICIPANTS: ”SKOLEMUSEER OG DERES FREMTID”; ”SKOLEHISTORIEN I DEN POLITISKE ORKANS ØJE”

Ning de Coninck-Smith (DPU/Aarhus Universitet): Deadline for indsendelse af forslag til den 7. Nordiske uddannelseshistoriske konference nærmer sig. Det er 31.1.2018. Jeg søger deltagere til to panelforslag:

a) Skolemuseer og deres fremtid. Vi er langt fremme med udviklingen af en digital vidensplatform – skolehistorie.au.dk – til afløsning af det lukkede Danske skolemuseum. Vi samarbejder internationalt, men har få nordiske kontakter. Dette kunne blive en anledning til at mødes og drøfte, hvordan, hvad, til hvem – og hvorfor skal skolens kulturarv formidles. Så meget desto mere, da 2018 er udpeget til Europæiske kulturarv-år.

b) Skolehistorien i den politiske orkans øje. Da bind 5 af Dansk skolehistorie om tiden efter 1970 udkom i 2015 var det samme år, som en ny skolereform trådte i kraft – samtidig med at der havde været en storkonflikt om lærernes arbejdstid. Bindet blev således til midt i orkanens øje. Mon andre har oplevet noget lignende – og mon andre har oplevet, at skolehistorien blev aktualiseret af politiske forhandlinger og forviklinger? Hvilke krav stiller det til indhold og greb osv. Det kunne være et oplagt tema for et panel.

Kontakt til Ning de Coninck-Smith, DPU/Aarhus Universitet, ning@edu.au.dk

5. PROFESSIONER-UDDANNELSE-HISTORIE: PRESENTATIONER AV UDDANNELSESHISTORIE 2017
Årbogen 2017 præsenteres ved et arrangement 14.3.2018, kl 15-18, Institut for Uddannelse og Pædagogik (DPU), Aarhus Universitet Tuborgvej 164, 2400 København NV,
A-bygningen, lokale A401.
OBS: Generalforsamling samme dag og sted, kl 14-15. Indkaldelse udsendes i februar 2018.

Program:
Dannelse eller ferie? Danske lærere på studie- og dannelsesrejser i Europa 1919-1932 /seniorforsker, ph.d. Christian Larsen

I otakt med tiden? Lärarutbildningsreformernas konsekvenser för professionen. Et svensk perspektiv /universitetslektor, fil. dr. Johanna Ringarp •

Et importeret begreb uden naturlige fjender? Professionsbegrebets rejse fra amerikansk sociologi til europæiske fagkampe /førsteamanuensis, ph.d. Jesper Eckhardt Larsen

Mer information: http://uddannelseshistorie.dk/images/nyhedsbreve/praesentation_aarbog%202017.pdf

6. PUBLIKATIONER
Hodacs, Hanna, Kenneth Nyberg, and Stéphane Van Damme, eds. Linnaeus, Natural History and the Circulation of Knowledge. Oxford, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-26619.

Kortekangas, Otso (2017). Tools of teaching and means of managing: educational and sociopolitical functions of languages of instruction in elementary schools with Sámi pupils in Sweden, Finland and Norway 1900–1940 in a cross-national perspective. Diss. Stockholm : Stockholms universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-149407

Niskanen, Kristi. Snille efterfrågas! Rockefeller Foundation, forskarpersona och kön vid Stockholms högskola under mellankrigstiden. Scandia 2017:2.

Westberg, Johannes, ”Vad är utbildningshistoria? Ett forskningsfälts historia, framtid och relation till pedagogikämnet”, Utbildning & Demokrati, vol. 26, no. 3 (2017), 7–37. https://www.oru.se/globalassets/oru-sv/forskning/forskningsmiljoer/hs/humus/utbildning-och-demokrati/2017/nr-3/johannes-westberg—vad-ar-utbildning.pdf

Westberg Johannes. Adjusting Swedish gymnastics to the female nature: Discrepancies in the gendering of girl’s physical education in the mid-nineteenth century. Espacio, Tiempo y Educación. 2018; 5(1):261–79. Available from: http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/article/view/16

Utskick 171219

1. DISPUTATION, SU
2. CALL: ASSOCIATE SENIOR LECTURER IN EDUCATION, ÖREBRO
3. ÅRBOGEN UDDANNELSESHISTORIE 2017: ”PROFESSIONERNE OG DERES UDDANNELSER”
4. CfP: CHILD RIGHTS GOVERNANCE. FUTURE SPECIAL ISSUE OF CHILDHOOD: A JOURNAL OF GLOBAL CHILD RESEARCH
5. SPECIAL ISSUE: PHYSICAL EDUCATION AND THE EMBODIMENT OF THE NATION, NJEdH 2017:2
6. PUBLICATIONS

1. DISPUTATION, SU
Otso Kortekangas försvarar sin avhandling: ”Tools of teaching and means of managing. Educational and sociopolitical functions of languages of instruction in elementary schools with Sámi pupils in Sweden, Finland and Norway 1900–1940.”

Opponent: David Sjögren, FD i historia och lektor i pedagogik , Uppsala universitet
Datum: 13 januari 2018 13:00 – 13 januari 2018 15:00
Plats: De Geersalen, Geovetenskapens hus.

2. CALL: ASSOCIATE SENIOR LECTURER IN EDUCATION, ÖREBRO
As an associate senior lecturer in education, you are offered great opportunities, for a period of 4-6 years, to acquire further qualifications in both research and teaching, making you eligible for promotion to the position of senior lecturer. The associate senior lecturer position involves research of up to 70% as well as a specially designed development programme with leadership training, courses on teaching and learning in higher education, communication training, and courses on writing funding applications. In addition to having access to existing research infrastructure, the position holders are offered special grants for own research and development.

As a subject, education is taught on undergraduate and Master’s programmes, as well as at the doctoral level. The teaching mainly covers the areas of education/teaching and learning, special education, working life education, and higher education. The department’s doctoral study programme and research specialise in teaching and learning methods (‘didactics’), curriculum theory and educational history. The department is host to two research environments; Education and Democracy, and Studies of Meaning-Making in Educational Discourses (SMED). Within the Education and Democracy environment, research is pursued into questions concerning democracy, ethics, economics, and material culture. The environment also includes internationally oriented educational history research. Within SMED, research is pursued into general and subject-specific teaching and learning methods geared at pre-school and school, with a specific focus on how values such as sustainability, democracy and human rights are translated into the practice of education.

For more information about the position, contact Head of Subject Christian Lundahl, telephone +46 19 30 12 24, email: christian.lundahl@oru.se, or Head of Division Lars Erikson, telephone +46 19 30 30 13, email: lars.erikson@oru.se.

For more information, see https://www.oru.se/english/working-at-orebro-university/jobs-and-vacancies/job/?jid=20170434

3. ÅRBOGEN UDDANNELSESHISTORIE 2017: ”PROFESSIONERNE OG DERES UDDANNELSER”
http://www.uddannelseshistorie.dk/

Indhold:
Et importeret begreb uden naturlige fjender? Professionsbegrebets rejse fra amerikansk sociologi til europæiske fagkampe. Af Jesper Eckhardt Larsen

Da lærerplanlægningen spillede fallit. Lærerbehovsudvalget og den udbredte lærermangel i 1950’erne og 1960’erne. Af Erik Nørr

I otakt med tiden? Lärarprofessionens ställning sett via lärarutbildningens utveckling i Sverige, 1962-2015. Af Johanna Ringarp og Karolina Parding

Dannelse eller ferie? Danske skolelæreres pædagogiske studie- og uddannelsesrejser 1919-1932. Af Christian Larsen

Symbolske praktikker og socialhistoriske dynamikker i velfærdsarbejdet med flygtninge og indvandrere. Af Trine Øland

Uddannelse til erhvervslærer inden for de tekniske uddannelsesområder. Af Henriette Duch og Karen E. Andreasen

samt årsoversigter, bibliografi og anmeldelser

4. CfP: CHILD RIGHTS GOVERNANCE. FUTURE SPECIAL ISSUE OF CHILDHOOD: A JOURNAL OF GLOBAL CHILD RESEARCH

Special issue: Child Rights Governance, Childhood: A Journal of Global Child Research

Guest Editors: Anna Holszcheiter, Department of Political and Social Sciences, Freie Universität Berlin, Germany; Jonathan Josefsson, Department of Child Studies, Linköping University, Sweden; Bengt Sandin, Department of Child Studies, Linköping University, Sweden

In this special issue of Childhood we would like to explore the origins, logics and effects of child rights governance. Almost three decades after the adoption of the United Nations Convention on the Rights of the Child, the human rights of children have gained hegemonic status in policy making and influenced a wide range of political and social practices as well as knowledge production on children and childhood. Children’s rights have become an instrument, not only to protect and emancipate children from oppression, but also to govern, regulate and control children and define appropriate types of childhoods.

With this in mind, we would like to take a critical view of how children’s rights are used and have been integrated into national and global political systems of governance over children and childhood. From a state-centric perspective, the concept of governance can be associated with the analysis of state power and its ability to interact with and steer a constantly widening array of non-state actors in the exercise of political authority and the crafting and implementation of policies.

Alternative notions of governance, though, embrace a horizontal perspective on politics in which political and social authority is dispersed among different types of actors and political decisions emerge from the interaction between states, international agencies, civil society organizations and social networks. Governance in modern society is tainted with a number of tensions that arise as a result of this reconfiguration of the exercise of systems of governing.

Aims and Scope
In this issue, we seek contributions that study forms and processes of child rights governance. With child rights governance we refer to how children’s rights, and the principles and institutions associated with the idea of children’s rights, through different historical legacies and contemporary political challenges increasingly have become part of the mechanism, systems and instruments that are commonly associated with the notion of governance.
We welcome empirical and theoretical contributions that adopt historical perspectives and scrutinize the practical implications of the ”hegemonic” status of the CRC and competing children’s rights concepts as main points of reference in national and international policy-making. The Special Issue will therefore also incorporate analyses of child rights governance in regions of the world where the CRC is a contested legal framework or adopted in ways that considerably stretch the meanings of children’s rights. Consequently, we are interested in how dominant ideas and legal and political frameworks associated with children’s rights also forge the identity of children as subjects and objects of governance and how the idea that children are rights-holders becomes institutionalized and instrumentalised in the governance of childhood.

Possible themes for papers include, but are not limited to: regimes of children’s rights in a comparative perspective; international politics of children’s rights before and after 1989; new forms of governance of national children’s right institutions/children’s ombudspersons; children’s rights in NGO policies and international relations; children’s rights in the EU’s external policy; governance of childhood and children’s representation through parents and third parties; the nature and limits of State responsibility for children; governance and the politics of apology; children’s rights and the management of migration; post-colonial theory and the governance of children’s rights; governance of family policy and children’s rights in an era of authoritarianism.

Deadline
•Submission of 300 words abstract in English by 15 January 2018.
•Papers by invitation only by 1 July 2018 (detailed information about paper submissions will be sent with the invitation).
•Abstracts should be sent electronically to the Managing Editor, Karin Ekberg: karin.ekberg@ntnu.no.
•Please include authors(s) name(s), and affiliation(s) and all relevant contact information.
•Anticipated publication date for the Special Issue: August 2019

For enquiries, contact
Anna Holszcheiter: anna.holzscheiter@fu-berlin.de
Jonathan Josefsson: jonathan.josefsson@liu.se
Bengt Sandin: bengt.sandin@liu.se

Further information about Childhood: http://journals.sagepub.com/home/chd

5. SPECIAL ISSUE: PHYSICAL EDUCATION AND THE EMBODIMENT OF THE NATION, NJEdH 2017:2

Nordic Journal of Educational History, Vol 4, No 2 (2017)
Special Issue: Physical Education and the Embodiment of the Nation
Guest Editors: Daniel Tröhler, Johannes Westberg, Anne Berg
http://ojs.ub.umu.se/index.php/njedh/issue/view/8

Table of Contents

The Body Between the Protestant Souls and Nascent Nation-States: Physical Education as an Emerging School Subject in the Nineteenth Century
Daniel Tröhler, Johannes Westberg 1-12

The Emergence of Physical Education as a Subject for Compulsory Schooling in the First Half of the Nineteenth Century: The Case of Phokion Heinrich Clias and Adolf Spiess
Rebekka Horlacher 13-30

Shaping the National Body: Physical Education and the Transformation of German Nationalism in the Long Nineteenth Century
Daniel Tröhler 31-45

Girls’ Gymnastics in the Service of the Nation: Educationalisation, Gender and Swedish Gymnastics in the Mid-Nineteenth Century
Johannes Westberg 47-69

In-between “Swedish Gymnastics” and “Deutsche Turnkunst:” Educating “National” Citizens through Physical Education in Switzerland in the Last Decades of the Nineteenth Century PDF
Ingrid Brühwiler 71-84

Gymnastics between Protestantism and Libertinism from 1880 to 1940: A Comparative Analysis of Two Internationally Renowned Danish Gymnastics Educators
Hans Bonde 85-111

6. PUBLIKATIONER
Buchardt, Mette: ”The “Culture” of Migrant Pupils: A Danish Nation- and Welfare-State Historical Perspective on the European Refugee Crisis”. European Education. 2017, 49(3), pp. 2-16.

Buchardt, Mette: ”Truth Telling and the Education Researcher as Pious and (Dis-)Obedient State Servant”. IJHE. Bildungsgeschichte. International Journal for the Historiography of Education, 2017, 7(2), pp. 225-228.

Coninck-Smith, Ning de: ”Making schools and thinking through materialities: Denmark 1890-1960”. og Darian-Smith, Kate Willis, Julie (redaktører): Designing schools: space, place and pedagogy. Kapitel 10, London: Routledge 2017, pp. 113-131.

Björn Furuhagen, Janne Holmén, From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979. Nordic Journal of Educational History, vol. 4 no. 1 (2017). http://ojs.ub.umu.se/index.php/njedh/article/view/111

Isak Hammar, Klassisk karaktär. Den moraliska samhällsnyttan av klassiska studier, ca 1807–1828. Historisk tidskrift 2017:4. http://www.historisktidskrift.se/

Jacobsen, Kurt & Ravn Sørensen, Anders: CBS gennem 100 år. Historika, Gad: København 2017.

Nørr, Erik: ”Præster, skoler, kirker og katolsk ”propaganda”. Provst V.U. Hammershaimbs visitatser og kirkesyn på Færøerne 1866-1878”, Danske Magazin, Bind 52, 2. hf. 2017.
Ussing Olsen, Peter: ”Embedsbogen. Landsbyskolen i begyndelsen af 1900-tallet”, Vendsyssel årbog 2017.

Ringarp, Johanna, ” En likvärdig skola för alla – ett kommunhistoriskt perspektiv.”, Scheutz, Sverker (red.), En likvärdig skola för alla, Iustus, Uppsala, 2017, 155-180, ISBN 9789176789940

Ringarp, Johanna, Román, Henrik, Hallsén, Stina & Nordin, Andreas, ”Styrning och tillit i kommunal skolpolitik 1950-2000: några noteringar från ett pågående forskningsprojekt”, Samtal om tillit i styrning. En rapportserie med bidrag till Tillitsdelegation, Regeringskansliet, Finansdepartementet: Stockholm, 2017/1.

Vejleskov, Hans & Thyge Winther-Jensen: De pædagogiske fags grundlag og anvendelse, Aarhus Universitetsforlag.

Wiborg, Susanne: “Teachers unions in the Nordic countries: solidarity and the politics of self interest”, The Comparative Politics of Education. Teachers Unions and Education Systems around the World, Red. Terry Moe & Susanne Wiborg, Cambridge University Press: Cambridge 2017.

Utskick 171116

1. NY TIDSKRIFT: ON_EDUCATION
2. SKOLHISTORISKT ARKIV 36: DEN FRIA BILDNINGEN
3. DOKTORANDKURS: HISTORISKA PERSPEKTIV PÅ FÖRSKOLA OCH FÖRSKOLEPRAKTIKER 7,5 HP
4. VÄGVAL NR 3 / 2017 – INNEHÅLLSFÖRTECKNING
5. LEKTORAT I HISTORIA, ÖREBRO
6. PUBLIKATIONER

1. NY TIDSKRIFT: ON_EDUCATION
Education is a highly controversial issue that touches on and permeates almost all aspects of life in modern societies. on_education aims to stimulate public and academic debate on the theory and practice of education. As a freely accessible online journal, it provides a forum for the international research community, as well as for the broader public. By bringing together scholars, journalists, bloggers, politicians, and practitioners, on_education should help to advance the notion of building bridges that challenge established divisions and break up “echo chambers”. on_education offers a publicly visible and accessible discursive space in which representatives of divergent schools of thought, methodological approaches, and political perspectives, can engage in constructive debates on educational topics.

on_education publishes three issues a year. Each issue focuses on one topic of current interest and contains between five and seven short essays or opinion pieces by invited contributors. An editorial provides an overview of the issue and an introduction to the debate in question. To facilitate the discussion, readers will be able to participate by commenting on the contributions. The editorial team reserves the right to reject comments.

The Managing Editor of on_education is Michael Geiss (currently guest scholar at Uppsala University), and the journal is funded by University of Münster. The scholars supporting this journal includes Marcelo Caruso and Sabine Reh (Berlin), Rebecca Rogers (Paris) and Stephen Ball (London). For more information, see http://www.oneducation.net/

 

2. SKOLHISTORISKT ARKIV 36: DEN FRIA BILDNINGEN
Urban Fellman
Grundtvig och folkhögskolan

Erik Geber
De finlandssvenska folkhögskoloras uppkomst och utveckling – en översikt

Alice Lillas
Medborgarinstituten i bildningens tjänst

Martin Gripenberg
Sibbo svenska medborgarinstitut – en framgångssaga

Barbro Wigell-Ryynänen och Erik Geber
De allmänna bibliotekens uppkomst och utveckling i Finland

Erik Geber
Nykterhetsrörelsens fostrande arbete

Björn Wallén
Svenska studieförbundet – i medborgarsamhällets mitt eller marginal?

Lars D. Eriksson
Å andra sidan görs bildningens gärning alltid i öknar

Gustav Björkstrand
Kyrkans fostrande verksamhet

Erik Geber
Skolhistorisk översikt 2015-2017

För mer information, se http://www.skolhistoria.fi/

3. DOKTORANDKURS: HISTORISKA PERSPEKTIV PÅ FÖRSKOLA OCH FÖRSKOLEPRAKTIKER 7,5 HP
Historiska perspektiv på förskola och förskolepraktiker 7,5 hp. Om barn, barndom och professionalisering. Kurs på forskarnivå. Kurskod: UB30031. Lärare: Helle Strandgaard Jensen; Sara Backman Prytz; Johanna Sköld; Johannes Westberg; Ingrid Söderlind; Kristina Fjelkestam; Anne-Li Lindgren

Kursens upplägg
Kursen ges på helfart dagtid vecka 7 (13/2-15/2) och vecka 9 (27/2-28/2) med lärarledd undervisning, workshops, seminarier och individuella uppgifter. Däremellan sker enskilt arbete. Häri ingår att skriva en recension (review) av utvald kurslitteratur och att författa ett individuellt paper som presenteras på minikonferen den 20 mars.

Skicka din ansökan per mejl till administratör Beatrice Chaveroche, e-post: beatrice.chaveroche@buv.su.se. Ange vilken kurs du söker till samt ditt namn, e-postadress, vilket forskarutbildningsämne och universitet du är antagen till. Bifoga ett intyg som visar att du är antagen till utbildning på forskarnivå. Mer info: http://www.buv.su.se/utbildning/kurshemsidor/kurshemsidor-forskarutbildningskurser/historiska-perspektiv-p%C3%A5-f%C3%B6rskola-och-f%C3%B6rskolepraktiker-7-5-hp-1.251705

Sista ansökningsdag är den 5 januari 2018.

4. VÄGVAL NR 3 / 2017 – INNEHÅLLSFÖRTECKNING
Inledning, Anna Larsson

Svenska som obligatoriskt ämne i Finland, Janne Väistö

En sammanhållande social praktik – Svenska Fröbelförbundets Tidskrift som del i en social-pedagogisk rörelse, Ingegerd Tallberg Broman

Nyttiga medborgare i nomadskolan – statliga, samiska och nordiska perspektiv under tidigt 1900-tal, Otso Kortekangas

Artiklarna finns fritt tillgängliga på: http://undervisningshistoria.se/vagval-nr-3-2017-tema-nordisk-touch/
5. LEKTORAT I HISTORIA, ÖREBRO
Institutionen för humaniora, utbildnings- och samhällsvetenskap (HumUS) vid Örebro universitet har utlyst en tillsvidareanställning som universitetslektor i historia. Sista ansökningsdag är den 11 december 2017.

https://www.oru.se/jobba-hos-oss/lediga-jobb/jobbannons/?jid=20170363
6. PUBLIKATIONER
Bertilsson, Fredrik (2017). Frihetstida policyskapande [Elektronisk resurs] Uppfostringskommissionen och de akademiska konstitutionerna 1738–1766. Diss. , 2017
Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33489

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 (published online). http://www.tandfonline.com/eprint/rzQDKMIW4HpJIvsjUXER/full

Utskick 171015

1. CfP: SJUENDE NORDISKE UTDANNINGSHISTORISKE KONFERANSEN 2018

2. CfP: CHILDREN AND POPULAR CULTURE
3. CfP: EUROPEAN SOCIETY, EDUCATION AND THE ELITE DURING THE 19TH AND 20TH CENTURIES
4. CfP ISCHE 2018 (BERLIN): EDUCATION AND NATURE
5. PUBLICATIONS

1. SJUENDE NORDISKE UTDANNINGSHISTORISKE KONFERANSEN 2018
Velkommen til Den sjuende nordiske utdanningshistoriske konferansen, Trondheim 19.-20. september 2018

Tema for den sjuende nordiske utdanningshistoriske konferansen er utdanning og samfunn i endring. Hvordan har utdanning og oppdragelse forholdt seg til samfunnets utfordringer og behov gjennom tidene? Hva kan utdanningshistorie bidra med i møte med dagens samfunnsutfordringer – som for eksempel økende ulikhet, migrasjon, klimaendringer og teknologisering? På hvilken måte kan vi best undersøke disse endringene historisk?
Konferansens tema er bredt og inviterer til ulike refleksjoner og analyser. Utdanningshistorie er i dag et tverrvitenskapelig forskningsfelt som inkluderer forskere fra ulike akademiske disipliner og har et bredt tematisk nedslagsfelt – fra barne- og ungdomshistorie via skole-, universitets og kirkehistorie til pedagogisk lærdoms- og idehistorie. Vi håper at konferansen kan belyse problemstillinger knyttet til konferansens tema med ulike historiske perspektiv og metoder.

De foregående seks konferansene har vært lagt til Sverige. Den sjuende nordiske utdanningshistoriske konferansen er lagt til Norges teknisk-naturvitenskapelige universitet (NTNU) i Trondheim. Arrangør er Institutt for pedagogikk og livslang læring i samarbeid med Utbildningshistoriska nätverket (https://utbildningshistoria.se/), Nordic Journal of Educational History (http://ojs.ub.umu.se/index.php/njedh) og en nasjonal programkomité.

Praktisk informasjon
Etter konferansen vil det publiseres et temanummer av Nordic Journal of Educational History med bidrag fra konferansen. Alle som deltar på konferansen inviteres til å sende inn artikler for fagfellevurdering (peer review).
Konferansen holdes på de skandinaviske språkene og engelsk. Til konferansen kan både forslag på sesjoner og individuelle innlegg (papers) meldes inn (både avsluttede og pågående forskningsprosjekt).

Sesjonsforslag skal meldes inn på konferansens hjemmeside senest 15. januar 2018. Sesjonsforslag skal inneholde en kort overskrift, et abstrakt på minst 1000 og maks 3000 tegn (inkludert mellomrom), navn på minst tre som skal presentere og overskrift på presentasjonene. Hver sesjon er på 90 minutter. Antatte sesjoner annonseres på konferansens hjemmeside senest 15. februar 2018. (Etter at en sesjon er innmeldt kan de som skal delta i sesjonen med innlegg (paper), selv logge inn og legge inn overskrift og abstrakt.)

Forslag på individuelle innlegg (paper) som ikke hører inn under en innmeldt sesjon (abstrakt minst 1000 og maks 3000 tegn inkludert mellomrom) legges også inn på konferansens hjemmeside senest 15. januar 2018. Antatte individuelle innlegg (papers) meddeles på mail senest 18. februar 2018.

(Mer information följer. För frågor, kontakta Nina Volckmar nina.volckmar@ntnu.no )

2. CfP: CHILDREN AND POPULAR CULTURE
Special Issue: Children and Popular Culture
Guest Editor: Patrick Cox, Rutgers University

Childhood and youth are always contested notions, but perhaps nowhere more than in popular culture. Popular culture offers representations of children and youth as, among other things, wise, dangerous, evil, innocent, sexual, doomed, and in various states of “in progress.” Popular culture is also the broad site of much child agency, where children and youth produce texts from novels to YouTube channels to websites, blogs, and zines, frequently outstripping their adult contemporaries in technological savvy and communicative capability. Popular culture for children is by turns condescending to the youngest audience, crass, pedantic, and appropriated by adults for their own pleasure. Elements of popular culture are designed to educate and socialize children; others are manipulated by children as political activism. These turns call into question and trouble conceptions not only of “the child” but of “popular culture” itself and propose a compelling nexus of questions befitting both Childhood Studies and Popular Culture Studies.

In this special issue, authors are invited to consider intersections of popular culture by, for, and about childhood, both broadly construed. We will explore both the impacts of popular culture on youth and childhood and the very real impacts of children and youth on popular culture. All disciplinary approaches are welcome, including but not limited to textual and visual analysis, ethnographic work, studies of children’s popular material culture, historical readings, comparative analysis of texts, and consumer and communication studies.
Additionally, contemplations of the interstices between Childhood Studies and Popular Culture Studies as academic endeavors are encouraged. The two fields have been in limited conversation with one another, perhaps separated by epistemological and methodological concerns, yet the available data seems like a rich vein for insight. While both fields are multi-disciplinary and continuously evolving, Childhood Studies maintains very clear traces of its roots in social sciences, while Popular Culture Studies is still found more often housed in the Humanities. The two fields each have at their center subjects that have at times made it difficult for them to be taken seriously as sites of academic inquiry. With different questions at their core, how can the two fields interact? Put another way, how do we study this multitude of texts?

Topics for this special issue might include:
• Popular culture and education, whether intentional or inadvertent; Children’s popular culture as grown-up nostalgia; Youth vs. adult perspectives on popular culture; Children and youth as producers of popular culture; New media as empowering or oppressive; Capabilities for communication and interconnectivity; Adult consumption of children’s popular culture;
• Children’s consumption of decades-old popular culture; Definitions of youth in popular culture; Nostalgia through revivals and reboots; Social media; Diminishing space between children’s and adult popular culture.

The guest editor welcomes submissions of articles via the journal submission system on its SAGE Publishing site. See “Submission Guidelines” here: https://us.sagepub.com/en-us/nam/journal/global-studies-childhood#description.
Deadline for submissions: December 1, 2017.
Please send any queries to guest editor Patrick Cox at patrick.cox@rutgers.edu.

3. CfP: EUROPEAN SOCIETY, EDUCATION AND THE ELITE DURING THE 19TH AND 20TH CENTURIES
Guest Editors: Karmele Artetxe (University of the Basque Country, Spain), Álvarro Chaparro (University of Murcia, Spain), Ánder Delgado (University of the Basque Country, Spain), Jon Igelmo Zaldívar (University of Deusto, Spain) & Carl Antonius Lemke Duque (University of Deusto, Spain)

The way in which educational institutions have been set up throughout history is closely linked to the training of the elite. In Europe, a key feature of the development of the modern state was its capacity to delegate the guidance of economic, social and political progress to ruling groups from a specific background. This brought about a proliferation of universities in Europe from the 16th and 17th centuries onwards.

Since the European Enlightenment, the training of the modern functional elite and their sectoral differentiation has been closely related to the ongoing secularisation. Indeed, in the fields of the History of Education and historical, political and sociological analysis, the drive for educational innovation and the modernisation of education systems was not only an expression of the tension between the private and public spheres, but also the right to freedom of religion within the framework of the emerging democratic and pluralistic society.
The makeup and growth, as well as the reproduction or replacement, of elites have been the subject of studies by international scholars such as Pierre Bourdieu, Anthony Giddens, Jürgen Habermas and others. Relevant articles have been written from a Sociology of Education perspective, focusing on the shift from the traditional elitist to the technocratic masses model. In the latter half of the 20th century, the impact of neoliberal policies on education brought about a re-organisation of processes, which however, kept elites in their privileged positions.

This special issue is devoted to a longue durée perspective of Modern history to the present day, focusing primarily on the adaptation processes enacted within educational spaces, and how they generated and reproduced the elite. In line with Bourdieu’s research conducted since the 1980s, the concept of national macro-structure habitus enables us to understand the way in which they are reproduced through the actions of the individuals themselves. For example, during the Enlightenment, a sizeable number of educational institutions are thought to have focused their objectives on training select, highly-qualified groups of the population to carry out specific activities in service of the state. In contrast, since the turn of the century the Digital Era has provided a context in which the elites are struggling for their own educational spaces in the midst of a pedagogical imaginarium profoundly influenced by the education meta-narrative contained within liquid modernity (Bauman) or hypermodernity (Lipovetsky).

Deadline for the submission of originals: June 1, 2018

For more information, see http://www.espaciotiempoyeducacion.com/ojs/index.php/ete/announcement/view/24

4. CfP ISCHE 2018 (BERLIN): EDUCATION AND NATURE
ISCHE 40 (29 August to 1 September 2018) – Berlin, Germany

The interplay of nature, society, and education in the histories of education is the main topic of the conference. ISCHE 40 will be a powerful platform for historicizing the present and for exploring the theoretical and empirical richness of history of education as a field.
The following themes would be of interest for the conference:
• Nature as argument in educational discussions and theories
• Anti-nature and antinaturalism as drivers of modern educational practices and discourses
• The nature(s) of the human being in educational contexts and practices
• Nature and civilization; nature and technology; nature and ecologies
• Nature and the natural world as educational settings
• Nature as a medium and subject of education
• Animals and the human
• The urban and the natural child

Important Dates:
Deadline for submission: January 31, 2018
Notification of acceptance: March 15, 2018

ISCHE welcomes the following types of submissions.
[1] Individual papers. Accepted papers will be placed on panels with each panelist having 15-18 minutes to present. Proposals should be a maximum of 500 words excluding bibliography.
[2] Preformed panels. Accepted panels will be allotted 90 minutes and typically should feature 3-5 panelists with time left for discussion. These proposals should include a 500 word abstract of the proposed panel, followed by titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.
[3] Multilingual panels, with at least two languages represented. Accepted multilingual panels will be highlighted by the local organizers and will be allotted 120 minutes and typically feature 3-5 panelists with ample time left for discussion and cross-language exchange. These proposals should include a 500 word abstract of the proposed multilingual panel, followed by titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.
[4] Symposia, consisting of two to four preformed 90 minute panels with a minimum of three countries represented among the participants. In addition the symposium must include a discussant. Accepted symposia will have their panels scheduled across the conference dates in the order presented, though it may not be possible to have a symposium’s panels scheduled in back-to-back sessions. These proposals should include a 500 word abstract of the proposed symposium, followed by information on each panel included within the symposium, along with titles, author information, and 200-300 word abstracts, excluding bibliography, of each of the papers.

För mer information, se http://www.ische.org/cfp-ische-40-berlin/

5. PUBLIKATIONER
Reformationen i dansk kirke og kultur 1517-2017, Vol. I-III, Niels Henrik Gregersen, Carsten Bach-Nielsen (redaktører), Odense: Syddansk Universitetsforlag 2017. Hvert bind indeholder et kapitel om skole og religion (bind 1 Morten Fink-Jensen, bind 2: Ingrid Markussen og Erik Nørr, i bind 3: Ove Korsgaard.)

Buchardt, Mette ”Lutheranism and the Nordic States”. Puschner, Uwe & Faber, Richard (redaktører): Luther: Zeitgenössisch, historisch, kontrovers. 1 udg., Kapitel 14, Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang. 2017. 285-295. (Zivilisation und Geschichte ; Vol. nr. 50, ).

Hansen, Else, Fredrik W. Thue, Thomas Brandt & Sigríður Matthíasdóttir: “The Peaceful Revolts: 1968 in the Nordic Welfare States”. Pieter Dhondt & Elizabethanne Boran (redaktører): Student Revolt, City, and Society in Europe. From the Middle Ages to the Present. Routledge 2017

Larsson, Anna. ”Physical, emotional, and social illness: Changing problems for school health care in 20th century Sweden”. History of Education Review 46, no. 2 (2017).

Lindmark, Daniel. ”Saami Exemplary Narratives, Transnational Print Culture, and Religious Reading Experience by the Turn of the 18th Century”. I Spiritual and Ecclesiastical Biographies: Research, Results, and Reading, red. Anders Jarlert, 82–96. Stockholm: Kungl. Vitterhets Historie och Antikvitetsakademien, 2017.

Marklund, Emil. ”Ett år med Ester: En mikrohistorisk undersökning av det sociala nätverket och känslolivet hos en småskollärare vid sekelskiftet 1900”. Historisk tidskrift 137, nr. 3 (2017), 379–410.

Paksuniemi, Merja; Keskinen, Lauri. ”The ‘Guardian Group’ of Finland: Socializing Measures in the Little Lotta Organization during the 1930s and 1940s” in Cultural History, Oct2017, Vol. 6 Issue 2, p190-208.

Rasmussen, Lisa Rosén ”Grundskolens historie”. Andersen, Peter Østergaard & Ellegaard, Tomas (redaktører): Klassisk og moderne pædagogisk teori. 3 udg., Kapitel 24, København: Hans Reitzel. 2017. 491-512. (Pædagogik og Samfund; Journal nr. 2).

Merethe Roos og Johan Tønnesson (red.). Sann opplysning? Naturvitenskap i nordiske offentligheter gjennom fire århundrer. Capellen Damm Akademisk, 2017. https://www.cappelendammundervisning.no/_sann-opplysning%3F-merethe-roos-9788202566265