Utskick 181206

1. CFP: ECER 2019: HISTORY OF EDUCATION IN TIMES OF RISK AND PROMISE
2. CfP: LITERARY CITIZENSHIP (OSLO)
3. CfP: ISCHE 2019 (PORTO): SPACES AND PLACES OF EDUCATION
4. CfA: 10th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (LIVERPOOL)
5. ETTÅRIG FORSKARTJÄNST I UTBILDNINGSHISTORIA (UPPSALA)
6. NORDIC JOURNAL OF EDUCATIONAL HISTORY 2018:1 – FÄRSKT NUMMER!
7. PUBLIKATIONER

1. CFP: ECER 2019: HISTORY OF EDUCATION IN TIMES OF RISK AND PROMISE
The ECER-conference is held in Hamburg, 3-6 September 2019.

The role, state and position of education have always been subject to societies’ conditions. The contemporary situation is characterised by seemingly fundamental changes – and struggles. Historically, however, education has often faced uncertainties, “risks”, and new possibilities. This is true also for history of education as a discipline and related researcher “identities”.

Network 17 invites proposals for the European Conference on Educational Research, which will be held at the University of Hamburg, Germany. Proposals for papers, symposia, roundtables, workshops and posters can be submitted via the ECER website. The Network is open to any contribution related to the conference theme.

Network 17 welcomes proposals for papers, panels and posters, but especially also roundtables and workshops. The Network is open to any contribution related to the conference theme.

Deadline for abstract submissions: 31 January

Contact person: Iveta Kestere (iveta.kestere(at)lu.lv)

For more information, see https://eera-ecer.de/networks/17-histories-of-education/ecer-2019-nw-17-special-call/nw-17-histories-of-education-history-of-education-in-times-of-risk-and-promise/

2. CfP: LITERARY CITIZENSHIP (OSLO)
25–27 September 2019, National Library of Norway, Oslo

The history of the book is one of global and complex encounters, and the book trade has from its very outset been a transnational enterprise. Today, in part due to digitization, the production, distribution and consumption of books are becoming increasingly international, as books are made accessible worldwide. How does this tangle of transnational and transmedial characteristics inform the way we understand and study books and other printed materials? In what ways do local and global conditions shape what may be termed literary citizenship; how the act of writing, publishing and reading can foster social identity and agency?

The concluding conference of Literary Citizens of the World (LitCit), an international research project financed by the Research Council of Norway and hosted by the National Library, will be held in Oslo 25–27 September 2019. The conference is one in a series of events marking the 500th anniversary of printed books in Norway. The first ‘Norwegian’ book was printed in Paris in 1519, in Latin. Today, most ‘Norwegian’ books are printed in the Baltics, and the holdings of the National Library are digitized and made publicly accessible from around the world. The intermediate 500 years of Norwegian book history display similar transnational and transmedial characteristics.

We welcome papers (20 min) that explore aspects of both the local and the transnational nature and impact of the book or other printed materials. Our interests are historical as well as contemporary, and we welcome topics related to Norway, the Nordic countries or beyond, from the 16th century onwards. We also invite reflections on how the history of information packaging and control, (re)distribution, entertainment, reading practices and reading communities can help us to reflect on similar patterns and phenomena shaping society today. Topics of interest include, but are not limited to:

*literary citizenships: reading cultures, readerships, print cultures, the public sphere
*migrating books: translations, adaptations, transactions, trajectories, exchanges
*the book industry: book trade, production, promotion, consumption, distribution
*the materiality of books: print, illustrations, binding, media, digital culture
*the politics of books: contexts, censorship, copyright, usages of books

We are pleased to announce our keynote speakers:
*Roger Chartier, Professor of Early Modern European History and Culture, at École des Hautes Études en Sciences Sociales in Paris, Collège de France in Paris and the University of Pennsylvania
*Ann Thomson, Professor of European Intellectual History at the European University Institute in Florence
*Daniel Bellingradt, Professor at the Institute for the Study of the Book at the University of Erlangen-Nuremberg

Submission guidelines
Deadline for submission of abstracts (200–300 words): 15 February 2019
Notification of acceptance: 31 March 2019
Paper presentations should not exceed 20 minutes. Please email abstracts, or any enquiries regarding the programme, to litcit@nb.no
Papers from the conference may be submitted for an edited volume, due to be published in 2020/2021.
For more information about the project and the conference, please visit Literary Citizens of the World. Tracing the Transnational Crossroads of Books in Early Modern Norway.
We look forward to seeing you at the Literary Citizenship conference in Oslo!
Sincerely,

The LitCit organising committee:
Ruth Hemstad (National Library of Norway), Janicke S. Kaasa (University of Oslo) and Ellen Krefting (University of Oslo)

3. CfP: ISCHE 2019 (PORTO): SPACES AND PLACES OF EDUCATION
The terms ‘space’ and ‘place’ convey a myriad of meanings and connotations that should not be understood as one-dimensional, isolated, static, or immutable, but rather as terms to be understood within the framework of social relations and situated historically. The conference seeks to engage with a “spatial turn” in education attentive to the existence of multiple spaces (transversal, intersected, aligned, paradoxical, antagonistic, imagined, and virtual, for example). No matter the theoretical framework, this perspective invites scholars to address how contextualized and multi-scaled analyses of physical, conceptual, or imagined spaces and/or places can contribute to the history of education. In this fashion, ISCHE 41 encourages scholars to analyse a wide range of issues (social, cultural, political, economic, technological, pedagogical, material and subjective) that explain the production and organization of the public space of education, while also considering how educational actors read, experience and respond to specific contexts.

Themes
The organizers welcome topics that address the following themes (including transversal approaches), included under the conference’s general theme:
• Nations, Empires and the geopolitics of knowledge and education
• Circulations and connections: local, (trans)national and global cartographies
• Contrasting spaces: urban/rural; center/periphery; metropole/empire
• Material, textual, imagined and virtual spaces of education
• Educational places: memories, sensory and emotional experiences, interpretations
• Spaces of critique: alternative educations and pedagogies
• The politics of place: authority, citizenship, democracy, gender and empowerment

For more information, see https://www.fpce.up.pt/ische2019/call.html

4. CfA: 10th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (LIVERPOOL)
This conference invites applications from postgraduate students in the history of Education with an interest in the histories of educational spaces and discourses and new ways of working with images, artefacts, and archives. Leading international historians of education will give lectures and workshops, and offer advice concerning the research process. There will be opportunities for students to discuss their dissertation projects with fellow doctoral candidates and receive comments from prominent scholars in the field.

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

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

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

More information?
Contact Angelo Van Gorp (vangorp@uni-landau.de) for queries regarding application, eligibility and selection criteria; Geert Thyssen (g.thyssen@ljmu.ac.uk) for queries on practical issues, e.g. regarding travel, accommodation and venue.

See also: https://www.ische.org/call-for-applications-10th-hedss/

5. ETTÅRIG FORSKARTJÄNST I UTBILDNINGSHISTORIA (UPPSALA)
Arbetsuppgifter: Forskning inom ramen för institutionens forskningsmiljöer inom utbildningshistoria. I arbetsuppgifterna ingår i huvudsak forskning, författande av forskningsartiklar och rapporter, att söka externa forskningsmedel inom forskningsfältet, samt viss administration. Anställningen förutsätter en kontinuerlig närvaro vid institutionen, aktivt deltagande i seminarieverksamhet, fortlöpande presentation av egen forskning. I tjänsten kan undervisning upp till 20 % förkomma.

Kvalifikationskrav: Behörig att anställas är den som har avlagt doktorsexamen eller har uppnått motsvarande vetenskaplig kompetens inom forskningsfältet, har visat pedagogisk skicklighet samt har de personliga egenskaper som krävs för att fullfölja anställningen väl. Den sökande skall ha dokumenterad förmåga att bedriva självständig forskning och god förmåga att uttrycka sig väl i tal och skrift.

Meriterande: Särskilt meriterande är egen historisk forskning av betydelse för det utbildningshistoriska området.

Välkommen med din ansökan senast den 12 december 2018

För mer information, se http://edu.uu.se/institutionen/jobba-hos-oss/?positionId=239181

6. NORDIC JOURNAL OF EDUCATIONAL HISTORY 2018:1
Första numret av Nordic Journal of Educational History för 2018 finns nu tillgängligt i pdf på: http://ojs.ub.umu.se/index.php/njedh/issue/viewIssue/9/11

Innehåll:
Tidlige skoleforbindelser: Svensk-norsk ideutveksling på skolens område rundt midten av det 19. århundre og dannelsen av tekstkulturer over kjølen, Merethe Roos

Vocational Education and Industrial Relations: Sweden 1910–1975, Tobias Karlsson, Fay Lundh Nilsson, Anders Nilsson

(Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–1969, Sofia Österborg Wiklund

Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Christian Ydesen, Bjørn Hamre, Karen E. Andreasen

Narratives of Sámi School History in Finland: The Histories of Assimilation Made Visible, Jukka Nyyssönen

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

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

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

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

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

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

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

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

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

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

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

7. PUBLIKATIONER
Grunditz, Sofia. (2018). Vilan i förskolan 1910-2013: Visuella material och visuell metodologi. Stockholms universitet, Stockholm. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-161336

Karcher, Nicole, Kampen om skolen: nazifisering og lærernes motstand i det okkuperte Norge. Dreyers forl., 2018. https://www.haugenbok.no/Generell-litteratur/Historie/Kampen-om-skolen/I9788282654555

Karlsohn T. Digital Technology and Rhetoric in Swedish Educational History. Uppsala: Institutionen för idé- och lärdomshistoria; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-360578

Karlsson Sjögren, Åsa, Esbjörn Larsson & Stefan Rimm (2018): Agents and subjects: schooling and conceptions of citizenship in early nineteenth-century Sweden, History of Education (published online) https://doi.org/10.1080/0046760X.2018.1541482

Malmström, Martin (2018), ”Kan våra studenter svenska? En undersökning av gymnasisters lösningar av det centrala/nationella provets skrivdel 1976-2012”, EDUCARE 2018:2. https://ojs.mau.se/index.php/educare/article/view/378/353

Westberg, Johannes, “Från natura- till penninghushållning? Den svenska folkskolans finansiering, 1840–1900”, Historisk tidskrift 2018, no. 4: 619–648.

Wiell, Karolina (2018). Bad mot Lort och Sjukdom: Den privathygieniska utvecklingen i Sverige 1880–1949. Diss. Uppsala : Uppsala universitet, 2018

Annonser

Utskick 181108

 

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

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

Daniel Lövheim
Den olympiska skoltävlingen som elitprojekt

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

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

Christer Fritzell
Skola och skolforskning i tidens anda

Berit Larsson
Kvinnofolkhögskolan – ett delat rum med oppositionella gemenskaper

Britten Ekstrand
Recension: Folkhögskolan 150 år

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Deadline: 30 november 2018

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

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

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

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

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

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

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

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

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

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

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

7. UTBILDNINGSHISTORISKA SEMINARIET VID STOCKHOLMS UNIVERSITET
Program vt 2019.

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

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

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

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

Vi inbjuder härmed författare att skicka in bidrag på temat.

Tänkbara ämnen kan vara:

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

Texten skall omfatta ca 2500 – 5000 ord.

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

Deadline, färdig text: 2019-08-15

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

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

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

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

Utskick 180903

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

 

  1. PROGRAM, NORDIC CONFERENCE TRONDHEIM

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

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

 

 

 

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

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

 

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

 

 

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

 

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

 

Venlig hilsen og på forhånd tak for hjælpen

Ning de Coninck-Smith, Aarhus Universitet/DPU

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

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

 

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

 

Presentations will last 30-40 minutes.

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

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

 

Central dates and contact information:

1st of November 2018: deadline for abstracts

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

1st of February 2019: final programme is released

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

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

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

 

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

 

 

  1. POSTDOKTOR I HISTORIA, UMEÅ

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

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

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

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

 

  1. VÄGVAL NR 2 / 2018 – INNEHÅLLSFÖRTECKNING

Nr 2/18, ”De eviga frågorna”

Britten Ekstrand

Inledning

Mikael Odin, Annika Ullman

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

Henrik Edgren

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

Emil Bertilsson

Lärarförsörjningen: en utmaning av historiska mått

Josefina Erikson

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

 

Lars Erik Hansen, Dag Björklund

Föreningen för svensk undervisningshistoria – ett arkiv träder framFSUH

Årsbok 223

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

 

  1. PUBLIKATIONER

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

 

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

 

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

 

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

 

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

 

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

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

 

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

Utskick 180615

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

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

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

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

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

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

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

Anmälan
Anmälan senast 24 augusti 201

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

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

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

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

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

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

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

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

Deadline: Sept 1, 2018

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

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

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

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

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

Sista ansökningsdag är den 15 september.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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