1. ”DEN SISTA LÄRARHÖGSKOLAN”, VÄGVAL NR 3-4 / 2021
2. SLÆGTSFORSKERNES BIBLIOTEKS DIGITALISERINGSPROJEKT – DANSK SKOLEHISTORIE.
3. NYTT NUMMER AV NORDIC JOURNAL OF EDUCATIONAL HISTORY
4. PUBLIKATIONER

1. ”DEN SISTA LÄRARHÖGSKOLAN”, VÄGVAL NR 3-4 / 2021
Inledning
Magnus Hultén

Lärarhögskolan från vaggan till graven
Erland Ringborg

Från lärarkandidat till prorektor
Astrid Pettersson

Lärarhögskolans uppgång och fall – några intryck
Sven Hartman

Lärarhögskolan i Stockholm – lärarnas eget Hogwarts
Lisa Carlsson

Gemensamt campus för lärarutbildningarna
Hans Persson

Estetiska inslag i lärarutbildningen från självklarhet till ovisshet
Eva Österlind

Drama på lärarhögskolan
Kent Hägglund

Lärarhogskolan som försvann
Ingrid Carlgren

Online, se: https://undervisningshistoria.se/vagval-nr-3-4-2021-tema-den-sista-lararhogskolan/

2. SLÆGTSFORSKERNES BIBLIOTEKS DIGITALISERINGSPROJEKT – DANSK SKOLEHISTORIE.
Slægtsforskernes Bibliotek gennemfører et digitaliseringsprojekt – Dansk Skolehistorie. Projektet digitaliserer omkring 40.000 hæfter med årbøger, indberetninger, eksamensinvitationer, skoleblade m.v. fra de danske gymnasiale uddannelser – fra de ældste latin- og katedralskoler til nutidens gymnasier. Der er også beretninger fra realskoler, højskoler, efterskoler, forberedelseskurser, husholdningsskoler, seminarier og meget mere.

Beretningerne kan blandt andet indeholde fortegnelser over lærere, undervisningsplaner, elevfortegnelser, dimitterede og eksamensresultater. Samlingen stammer oprindelig fra Danmarks Pædagogiske Universitetsskole (DPU), inden det kom til det nu nedlagte Dansk Skolemuseum, og den levede en årrække en skjult tilværelse i over 100 flyttekasser hos Sønderjysk Skolemuseum. I 2020 blev flyttekasserne af Sønderjysk Skolemuseum overdraget til Slægtsforskernes Bibliotek med henblik på digitalisering.

De første ca. 2.000 titler er allerede online – og digitaliseringen af alle 40.000 hæfter forventes afsluttet i 2023.

Samlingen tilgås på: slaegtsbibliotek.dk/skolehistorie eller skolehistorie.dk På hjemmesiden kan man søge i samlingen af hæfter, lige som man kan slå op, hvad der pt. Er online for hver skole.

Slægtsforskernes Bibliotek drives af Danske Slægtsforskere, der er en landsdækkende, almennyttig forening med ca. 8000 medlemmer.

Nærmere oplysninger hos Per Hundevad Andersen, leder af Slægtsforskernes Bibliotek:
pan@slaegt.dk.

3. NYTT NUMMER AV NORDIC JOURNAL OF EDUCATIONAL HISTORY
Nytt nummer av Nordic Journal of Educational History har publicerats (vol. 8, no. 1, 2021), se https://journals.ub.umu.se/index.php/njedh/issue/view/19 Vid sidan av nio recensioner, så ingår följande artiklar i detta nummer:

Articles
Karolina Widerström och skolans dissektionsundervisning 1900–1920
David Thorsén

Computing the Nordic Way: The Swedish Labour Movement, Computers and Educational Imaginaries from the Post-War Period to the Turn of the Millennium
Lina Rahm

Klass i begåvningsreservens tidevarv: Taxonomiska konflikter inom och genom svensk utbildningsforskning, ca 1945–1960
Carl-Filip Smedberg

4. PUBLIKATIONER
Axelsson, Thom. ”Bemanningsföretagens intåg i skolan. skola, marknadisering och hyrlärare.” Utbildning och demokrati 30, no. 2 (2021): 85-109.

Bexell, Oloph (2021). Teologiska fakulteten vid Uppsala universitet 1916–2000 [Elektronisk resurs] Historiska studier. Uppsala: Acta Universitatis Upsaliensis
Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-426250

Eckhardt Larsen, Jesper, Fredrik W. Thue, and Barbara Schulte. Schoolteachers and the Nordic Model: Comparative and Historical Perspectives. Abingdon, Oxon;New York, NY;: Routledge, 2022;2021;. doi:10.4324/9781003082514

Hammar, Isak & Östh Gustafsson, Hampus, Unity lost. Negotiating the ancient roots of Pedagogy in Sweden, 1865–1971, History of Education Review, https://doi.org/10.1108/HER-04-2021-0007

Samuelsson, Johan (2021). Läroverken och progressivismen: Perspektiv på historieundervisningens praktik och policy 1920-1950. Nordic Academic Press

Sjöberg, Johanna ””När mor och far ska ha ledigt” – De kommersiella barnpensionatens annonser under åren 1915–1972”, Barn, https://www.ntnu.no/ojs/index.php/BARN/article/view/3833

Westberg, Johannes, “What is a “Nelleke Bakker”? – a view from the North”, in Hilda Amsing and Sanne Parlevliet (ed.), Liber Amicorum – Lessen van Nelleke (Groningen, 2021).

Westberg, Johannes, ”What We Can Learn from Studying the Past: The Wonderful Usefulness of History in Educational Research, Encounters in Theory and History of Education Vol. 22, 2021, 227-248. https://doi.org/10.24908/encounters.v22i0.14999

1. DOKTORANDTJÄNSTER: FAMILJEHEMSVÅRDENS HISTORIA OCH BARNPSYKIATRINS HISTORIA (TEMA BARN, LIU)
2. DOKTORANDTJÄNSTER PEDAGOGIK, HISTORIEDIDAKTIK M.M.: MALMÖ UNIVERSITET
3. WORKSHOP: WOMEN AND EDUCATION FEBRUARY 24TH AND 25TH, 2022 AARHUS UNIVERSITY
4. CfP: ISCHE 43 – HISTORIES OF EDUCATIONAL TECHNOLOGIES
5. PUBLIKATIONER

1. DOKTORANDTJÄNSTER: FAMILJEHEMSVÅRDENS HISTORIA OCH BARNPSYKIATRINS HISTORIA (TEMA BARN, LIU)
Vi på tema Barn utlyser just nu två doktorandanställningar som kommer behandla historiska perspektiv. Det är en tjänst med inriktning på den svenska familjehemsvårdens historiska utveckling under efterkrigstiden och en tjänst med fokus på den svenska barnpsykiatrins historia med särskild betoning på 1900-talets andra del och millenniets inledande årtionden.

Sista ansökningsdag är 1 december och här är länkar till de båda utlysningarna:

https://liu.se/jobba-pa-liu/lediga-jobb?rmpage=job&rmjob=17243&rmlang=SE

https://liu.se/jobba-pa-liu/lediga-jobb?rmpage=job&rmjob=17242&rmlang=SE

2. DOKTORANDTJÄNSTER PEDAGOGIK, HISTORIEDIDAKTIK M.M.: MALMÖ UNIVERSITET

Doktorander i pedagogik
https://web103.reachmee.com/ext/I005/1015/job?site=6&lang=SE&validator=df9f5539db53eab37b3e3087d2a2669b&job_id=2084

Doktorander i idrottsvetenskap med inriktning humaniora och samhällsvetenskap inom forskarskolan hållbar rörelseutbildning i skola och förskola
https://web103.reachmee.com/ext/I005/1015/job?site=6&lang=SE&validator=df9f5539db53eab37b3e3087d2a2669b&job_id=2068

Doktorander i historia och historiedidaktik
https://web103.reachmee.com/ext/I005/1015/job?site=6&lang=SE&validator=df9f5539db53eab37b3e3087d2a2669b&job_id=2058

Doktorander i idrottsvetenskap med inriktning samhällsvetenskap och humaniora
https://web103.reachmee.com/ext/I005/1015/job?site=6&lang=SE&validator=df9f5539db53eab37b3e3087d2a2669b&job_id=2060

Deadline för ansökan: 2021-12-12

3. WORKSHOP: WOMEN AND EDUCATION FEBRUARY 24TH AND 25TH, 2022 AARHUS UNIVERSITY
Campus Emdrup and Zoom

Women have always been part of the world of education, both as students and as keepers and teachers of knowledge. However, women’s access to education have often differed for that of men’s and likewise, certain form of knowledge have often been coded as either feminine or masculine. Despite the fact that women have gained access to education in various ways, for example through female professions, women are not written into the traditional history of education. In this workshop, we want to explore the theme women and education by focusing on how women have gained and participated in education over time and how gender intersects with being an educated person. By extension, we are interested in how different types of knowledge becomes gendered.

The program for the workshop will be composed of keynote speakers, including Professor of History of Education at Winchester University Joyce Goodman (TBC) and Professor in Feminist Studies at University of East London Maria Tamboukou (TBC), as wells as paper presentation by researchers in the field of education, history, and gender studies. The idea is to expand our research network, to share thoughts, to give inputs and feedback and ultimately to develop and strengthen research in the field.

If you are interested in presenting your project, your article, or a research idea for a further project at the workshop, you can write to Pernille Svare Nygaard: pesv@edu.au.dk, who will organize the presentations in the program. We are open to different perspectives on the subject, as well as to different historical time periods. We would like to see a broad scientific area represented, both theoretically and methodologically.

To participate with a 10–15-minute presentation in the workshop, please write no later than January 1st, 2022.

Registration for participation in the workshop without presentation can be done by writing to Astrid Elkjær Sørensen: hisaes@edu.au.dk, no later than 1st of February 2022. The workshop is free of charge and will include lunch, afternoon coffee / tea and cake. On the last day of the workshop, we will arrange a dinner in the evening (at own expenses), for those who are interested. It is possible to participate in the workshop via Zoom.

We are Astrid Elkjær Sørensen (assistant professor), Pernille Svare Nygaard (Ph.D.-candidate) and Ning de Coninck-Smith (professor), DPU/AU. We are part of the research project Women’s University, Aarhus University 1928-2018 (https://projekter.au.dk/en/womens-university/), funded by Aarhus University Research Foundation and the faculty of Arts, AU.

4. CfP: ISCHE 43 – HISTORIES OF EDUCATIONAL TECHNOLOGIES
The ISCHE 43 conference in Milan (Italy), will be held at 31 August- 4 September 2022. The theme is ”Histories of Educational Technologies: Cultural and Social Dimensions of Pedagogical Objects”.

Submissions for the annual ISCHE-conference are welcome from 15 Nov 2021 – 31 January 2022. The full CfP is available at: https://www.ische.org/ische43/

6. PUBLIKATIONER
Eren Aydinlik, Badegül & Seyfi Kenan, “Between Men, Time and the State: Education of Girls during the Late Ottoman Empire (1859–1908)”, Paedagogica Historica, Vol. 57, No. 4, pp. 400–418. DOI: 10.1080/00309230.2019.1660386

Samuelsson, Johan, Niklas Gericke, Christina Olin-Scheller & Åsa Melin (2021) Practice before policy? Unpacking the black box of progressive teaching in Swedish secondary schools, Journal of Curriculum Studies, 53:4, 482-499, DOI: 10.1080/00220272.2021.1881166

Sivesind, Kirsten, Azita Afsar, and Kari E Bachmann. “Transnational Policy Transfer over Three Curriculum Reforms in Finland: The Constructions of Conditional and Purposive Programs (1994–2016).” European Educational Research Journal 15, no. 3 (May 2016): 345–65. https://doi.org/10.1177/1474904116648175.

Spjut, Lina (2021). “From Temporary Migrants to National Inclusion? The Journey from Finnish Labor Migrants to a National Minority, Visualized by Swedish Textbooks from 1954 to 2016”. In Journal of Educational Media, Memory, and Society Volume 13, Issue 2, Autumn 2021: 1–31 © GEI doi: 10.3167/jemms.2021.130201 ISSN 2041-6938 (Print), ISSN 2041-6946 (Online) DOI: https://doi.org/10.3167/jemms.2021.130201

1. CfP: UDDANNELSESHISTORIE 2022: TEMANUMMER OM GRUNDTVIG OG SKOLEN
2. CfA: 12TH HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (HEDSS), MADRID, JUNE 9­–12, 2022
3. CfP: ESSHC 2023 – GÖTEBORG
4. SYMPOSIA: THE SCHOOL STUDENT MOVEMENT IN FINLAND AND SWEDEN: TRANSNATIONAL AND COMPARATIVE PERSPECTIVES.
5. CONFERENCE: BILDUNG-GOSPEL: A SALVATION TO WICKED PROBLEMS?
6. PUBLIKATIONER

1. CfP: UDDANNELSESHISTORIE 2022: TEMANUMMER OM GRUNDTVIG OG SKOLEN
Det er ofte blevet hævdet, at N.F.S. Grundtvig (1783-1872) har spillet en enestående rolle for det danske skole- og uddannelsessystem. Nogle opfatter Grundtvig og hans arvtageres indflydelse som et særligt dansk dannelsesmæssigt adelsmærke, mens andre ser det som en national begrænsning, der har resulteret i en foragt for viden og kundskaber. Mange henviser således til Grundtvig i skoledebatten, men relativt få har imidlertid undersøgt, i hvor høj grad og hvordan Grundtvig og grundtvigianismen rent faktisk har præget de forskellige skoleformer i Danmark.

I anledning af 150-året for Grundtvigs død har Selskabet for Skole- og Uddannelseshistorie sat sig for at gøre noget ved dette. Selskabet inviterer således forskere til at dykke ned i Grundtvigs virkningshistorie for at finde svar på, hvor stor og hvilken indflydelse Grundtvig har haft på det danske skolesystem fra anden halvdel af det 19. århundrede til i dag.
Det er et vanskeligt historisk spørgsmål at svare på, hvilken indflydelse Grundtvig har haft, for det forudsætter overvejelser om, hvad indflydelse, prægning eller påvirkning indebærer. Er den direkte eller indirekte? Er det i kraft af Grundtvig selv eller hans arvtagere? Hvor kommer indflydelsen til udtryk? I skolernes organisering, selvbeskrivelse, praksis, formål, fag og lærebøger eller i den skolepolitiske debat og lovgivning?

For at lede forfatterne på vej har vi valgt at udstikke nogle kriterier og pejlemærker, som undersøgelserne af de enkelte skoleformer kan tage afsæt i. Som kriterier for at kunne tale om en grundtvigsk prægning vil det være centralt at undersøge politikernes motivation bag lovgivningen, ledernes og undervisernes baggrund og holdninger, den pædagogiske praksis i forhold til fx disciplin og didaktik samt fagenes og lærebøgernes indhold. Som pejlemærker for undersøgelserne vil det være relevant at have øje for spændingen mellem livsoplysning og positive kundskaber, opfattelsen af krop, adfærd og beklædning, synet på skolerne som steder præget af fx hjemlighed eller faglighed og holdningen til køn i form af pigernes integration i uddannelserne.

Bidragene skulle helst komme omtrent hele vejen rundt i det danske uddannelsessystem, så der på denne baggrund kan laves en samlet vurdering af Grundtvigs indflydelse på skolen i Danmark, som vil blive fremlagt i indledningen.

Bidragene kunne fx behandle folkeskolen, friskolen, efterskolen, højskolen, erhvervsskolen, gymnasieskolen, seminarierne og universiteterne eller et overordnet tema, der dækker flere skoleformer.

For yderligere oplysninger kontakt redaktørerne Harry Haue (hh@sdu.dk) og Hans Henrik Hjermitslev (hhhj@ucsyd.dk).

Forslag til artikler i form af et kort abstract bedes sendt til redaktørerne senest 1. januar 2022. Fristen for indsendelse af den endelige artikel er 1. juli 2022.

2. CfA: 12TH HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL (HEDSS), MADRID, JUNE 9­–12, 2022

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 twelfth 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, Riga 2018, Liverpool 2019 and Lyon 2021. This session of the summer school is organised at Universidad Complutense de Madrid (UCM), Spain, in collaboration with Universidad de Alcalá (UAH) and Universidad Nacional de Educación a Distancia (UNED), both in Madrid.

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) and Sociedad Española de Historia de la Educación (SEDHE).

The number of participants is limited to 25-30 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 Madrid. ISCHE travel bursaries are available to students from low-GDP countries.

Closing date for applications is 31 December 2021. Successful applicants will be notified in February 2022. For more information about the summer school and how to apply, please see: https://eera-ecer.de/seasonschools/2022-histories-of-education-summer-school/

The full call is also available here: https://eera-ecer.de/fileadmin/user_upload/Documents/Seasonschools/CFA_HEDSS_Madrid_2022.pdf

3. CfP: ESSHC 2023 – GÖTEBORG
The 14th European Social Science History Conference 12-15 April 2023 is organized by the IISH in co-operation with the University of Gothenburg, Gothenburg, Sweden.

The aim of the ESSHC is bringing together scholars interested in explaining historical phenomena using the methods of the social sciences. The conference is characterized by a lively exchange in many small groups, rather than by formal plenary sessions. The conference welcomes papers and sessions on any historical topic and any historical period. It is organized in 27 thematic networks.

The deadline for paper and session proposals is 15 April 2022.

More information on the conference and the pre-registration form can be found on the ESSHC website: https://esshc.iisg.amsterdam

4. SYMPOSIA: THE SCHOOL STUDENT MOVEMENT IN FINLAND AND SWEDEN: TRANSNATIONAL AND COMPARATIVE PERSPECTIVES.

October 28, 10AM–17 AM, Room 2403, Department of Education, Stockholm
University.

Program:
Victor Johansson: In the Interest of Pupils: The Emergence of National School Student Federations in Sweden 1938–1952

Daniel Lövheim: A National School Student Press in Sweden: Perspectives from the late 1950s and early 1960s

Joakim Landahl: The Victory of the Victims: SECO and the Pupil Takeover during the 1966 Teacher Strike

Björn Lundberg: Operation Day’s Work: Education and Global Activism in 1960s Sweden

Ville Soimetsä: Passion and Politics in the Finnish School Student Movement, 1960s to 1980s

Essi Jouhki & Liisa Lalu: ”Yes We Can!”: Girls and Young Women in the Finnish School Student Movement

Ville Okkonen: Ideals and Threats from Sweden: How the Neighbour was Interpreted by the Finnish School Movement and the Conservatives

Kimmo Rentola: Different Consequences of 1968 in Finland and Sweden
Janne Holmén: Concluding Comments

For more information, please contact Joakim Landahl, Stockholm University

5. CONFERENCE: BILDUNG-GOSPEL: A SALVATION TO WICKED PROBLEMS?
A renaissance or hype or gospel around Bildung has recently emerged in Europe, especially in the adult education – and more specifically popular adult education – field. A hybrid pre-seminar adjunct to the Finnish adult education research conference (10.-11.2.2022) is organized in Tampere University on 9.2.2022. It invites participants to discuss and debate about the reasons, meanings and implications of the rampant interest in Bildung, especially as Nordic Bildung, while the concept has for long been marginalized in research and policy discourses on adult education.

The pre-seminar is free of charge and open to all. See https://equjust.wordpress.com/2021/10/05/bildung-gospel-a-salvation-to-the-wicked-problems/.

More detailed programme and instructions for participation will be disseminated later, follow also the conference website (https://events.tuni.fi/aitu2022/).

6. PUBLIKATIONER
Norlin, Björn, Skolagans historia och pedagogik: Sedlighetsfostran, disciplinering och våldsbruk i den tidigmoderna skolan, 1560–1820 (Lund: Nordic Academic Press, 2021). https://nordicacademicpress.se/skolagans-historia-och-pedagogik/

1. DOKTORANDPLATS/ER I HISTORIA OCH HISTORIEDIDAKTIK (MALMÖ)
2. DEADLINE OCTOBER 1: 8TH NORDIC EDUCATION HISTORY CONFERENCE
3. VACANCY: FØRSTEAMANUENSIS I PEDAGOGIKK/ UTDANNINGSHISTORIE, TRONDHEIM
4. PUBLIKATIONER

1. DOKTORANDPLATS/ER I HISTORIA OCH HISTORIEDIDAKTIK (MALMÖ)
Anställningen är placerad vid Institutionen för samhälle, kultur och identitet. Inom institutionen finns tre lärarutbildningsämnen med inriktning mot åk 7-9 och gymnasiet: historia och lärande, religionsvetenskap och lärande samt samhällskunskap och lärande. Institutionen ansvarar också för grundlärarutbildning i samhällsorienterande ämnen med inriktning mot åk F-6.

Utlysningen gäller en eller flera doktorandanställningar inom den mångdisciplinära nationella forskarskolan Finna vägar i en tid av stora framtidsutmaningar (FinnFram) – Forskarskola inriktad på karriärlärande, karriärvägledning och övergångar mellan skola, fortsatt utbildning och arbete. Forskarskolan antar sammanlagt nio doktorander vid Umeå, Stockholm, Göteborg och Malmö universitet (för utlysningar vid de andra universiteten se forskarskolans hemsida)

Forskarskolan fokuserar på tre teman av grundläggande betydelse för att möta utmaningar i policy, skola och arbetsliv:

*Individens vägar och val i tider av stora samhälls- och arbetslivsomvandlingar
*Institutionellt stöd för individens karriärlärande och karriärutveckling.
*Nationella och lokala policies och åtgärder för att förebygga och hantera problem i samband med övergångar i skola och arbetsliv

Sökande till tjänsterna vid Malmö universitet bör ha en tydlig inriktning mot förändring och förändringsprocesser och vi välkomnar doktorandprojekt som har en inriktning mot arbetslivets eller utbildningssystemets förändring eller som undersöker övergångar mellan skola–arbetsliv eller arbete–arbete, över tid.

Kontaktperson för institutionen Samhälle, kultur och identitet: Professor, Prefekt Mats Greiff, mats.greiff@mau.se, 040-6658026

Kontaktperson för ämnet Historia med Historiedidaktik: Professor, ämnesföreträdare Johan Lundin. Biträdande professor, studierektor, Stefan Nyzell, stefan.nyzell@mau.se, 040-665 86 05

Kontaktperson för forskarskolan FinnFram: Docent Peter Gladoić Håkansson peter.hakansson@mau.se , 040-665 82 27

För mer info, se https://web103.reachmee.com/ext/I005/1015/job?site=6&lang=SE&validator=df9f5539db53eab37b3e3087d2a2669b&job_id=2014

Deadline för ansökan: 2021-10-18.

2. DEADLINE OCTOBER 1: 8TH NORDIC EDUCATION HISTORY CONFERENCE
25-27 May 2022 in Aalborg (Denmark)

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

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

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

The conference invites papers, panels and posters on the following sub-themes and keywords:

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

Abstract deadline is October 1, 2021

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

3. VACANCY: FØRSTEAMANUENSIS I PEDAGOGIKK/ UTDANNINGSHISTORIE, TRONDHEIM
Ved Institutt for pedagogikk og livslang læring (IPL) har vi ledig en fast stilling som førsteamanuensis for å styrke fagområdet pedagogikk ved vekt på utdanningshistorie og utdanningspolitikk.

Institutt for pedagogikk og livslang læring (IPL) er et samfunnsvitenskapelig kunnskapsmiljø for forskning, undervisning og formidling. Instituttet bidrar med forskningsbasert kunnskap om barndom, oppvekst, skole, utdanning og arbeidsliv i et livslangt perspektiv. Instituttets fagområder er pedagogikk, voksnes læring, rådgivningsvitenskap, spesialpedagogikk. tverrfaglig barneforskning og universitetspedagogikk. Instituttets vitenskapelige stab består for tiden av 26 professorer, 21 førsteamanuenser, 12 universitetslektorer, 3 forskerstillinger, 4 postdoktorer og 20 stipendiater. Den som ansettes rapporterer til instituttleder.

Den utlyste stillingen i pedagogikk er rettet mot det utdanningshistoriske og utdanningspolitiske feltet, og kan tematisk strekke seg fra grunnskole til høyere utdanning. Nedslagsfeltet er reformer og reformarbeid i Norge og Norden, gjerne sett i et internasjonalt perspektiv. Dette innbefatter også vitenskapsteoretisk og metodisk kompetanse, der kompetanse i analyse av tekster står sentralt. Erfaring med komparative analyser vil være en fordel. Stillingsinnehaver forventes å bidra med forskning og undervisning på dette området.

Mer information, se https://www.jobbnorge.no/ledige-stillinger/stilling/208936/foersteamanuensis-i-pedagogikk

3. PUBLIKATIONER
Burman, A., Landahl, J., & Lövheim, D. (Eds.). (2021). Moderna pedagogiska utopier (1st ed.). Tillgänglig på http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46277

de Coninck-Smith, Ning & Charlotte Appel (2021): 500 years of Danish
school history: methodologies, agencies, and connecting narratives, Paedagogica Historica, DOI: 10.1080/00309230.2021.1965174

Tillema, L. (2021). Övningar i frihet: Pedagogiseringen av känslolivet och mellanmänskliga relationer i 1970-talets Sverige (PhD dissertation, Makadam Förlag). Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-450411

Rosnes, Ellen Vea. ”A Time of Destiny for Norwegian Mission Schools in Zululand and Natal Under the Policy of Bantu Education (1948-1955).” History of Education (Tavistock) 49, no. 1 (2020): 104-125.

Westberg, Johannes (2021), ”Teorier och metoder för utbildningshistorisk forskning”, i Thomas Nygren (red.), Vetenskapsteori och forskningsmetoder i utbildningsvetenskap. Natur och Kultur, 2021, 81-106.

1. FØRSTEAMANUENSIS I PEDAGOGIKK, UDDANNINGSHISTORIE (NTNU, TRONDHEIM)
2. DEADLINE OCTOBER 1: 8TH NORDIC EDUCATION HISTORY CONFERENCE
3. PUBLIKATIONER

1. FØRSTEAMANUENSIS I PEDAGOGIKK, UDDANNINGSHISTORIE (NTNU, TRONDHEIM)
Den utlyste stillingen i pedagogikk er rettet mot det utdanningshistoriske og utdanningspolitiske feltet, og kan tematisk strekke seg fra grunnskole til høyere utdanning. Nedslagsfeltet er reformer og reformarbeid i Norge og Norden, gjerne sett i et internasjonalt perspektiv. Dette innbefatter også vitenskapsteoretisk og metodisk kompetanse, der kompetanse i analyse av tekster står sentralt. Erfaring med komparative analyser vil være en fordel. Stillingsinnehaver forventes å bidra med forskning og undervisning på dette området.

Hvis du har spørsmål om stillingen kan du ta kontakt med instituttleder Hans Petter Ulleberg, epost: hans.petter.ulleberg@ntnu.no, professor Nina Volckmar, epost: nina.volckmar@ntnu.no ved Institutt for pedagogikk og livslang læring. Hvis du har spørsmål om ansettelsesprosessen kan du ta kontakt med Astrid Irene Øie, epost: astrid.oie@ntnu.no.

Søknaden og alle vedlegg sendes elektronisk via jobbnorge.no. Dersom du inviteres til intervju, må du ta med bekreftede kopier av attester og vitnemål. Merk søknaden din med referansenummer: SU-624.

Søknadsfrist: 01.09.2021

Mer information: https://www.jobbnorge.no/ledige-stillinger/stilling/208936/foersteamanuensis-i-pedagogikk

2. DEADLINE OCTOBER 1: 8TH NORDIC EDUCATION HISTORY CONFERENCE
25-27 May 2022 in Aalborg (Denmark)

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

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

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

The conference invites papers, panels and posters on the following sub-themes and keywords:

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

Abstract deadline is October 1, 2021

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

3. PUBLIKATIONER
Daron Acemoglu, Tuomas Pekkarinen, Kjell G. Salvanes, and Matti Sarvimäki, The Making of Social Democracy: The Economic and Electoral Consequences of Norway’s 1936 Folk School Reform. NBER Working Paper No. 29095 July 2021 JEL No. I28,J26,P16. https://www.nber.org/papers/w29095

Roos, Merethe (2021): Scottish education through Norwegian eyes: Hartvig Nissen’s report from his study trip to Scotland in 1853, History of Education, DOI: 10.1080/0046760X.2021.1918270

Sivesind, Kirsten, Historical Trajectories of the Contract-School Model in Norway, in Zhao, Weili, Tröhler, Daniel (Eds.), Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms: Cultural Views on Globalization and Localization (Springer, 2021).

Svonni, Charlotta (2021): The Swedish Sámi boarding school reforms in the era of educational democratisation, 1956 to 1969, Paedagogica Historica, DOI: 10.1080/00309230.2021.1942935

Ydesen, Christian, Globalization and Localization in the Shaping of the Danish Public Education System: Recontextualization Processes in Four Historical Educational Reforms, in Zhao, Weili, Tröhler, Daniel (Eds.), Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms: Cultural Views on Globalization and Localization (Springer, 2021).

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Inledning
JAKOB EVERTSSON

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Deadline: March 01, 2021

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Deadline: February 15, 2021.

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

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

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

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

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

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

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

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

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