1. WEBBINARIUM: HUR KAN LÄRARNA STÄRKA SVENSK SKOLA?
2. CfP: THE RISE OF EDUCATION ACROSS EUROPEAN REGIONS IN THE LAST TWO CENTURIES
3. ISCHE 42: NYTT DATUM – 16-19 JUNI 2021
4. DOKTORANDANSTÄLLNING I OSLO MED INRIKTNING MOT UTBILDNINGSHISTORIA.
5. VÄGVAL 2020:2 SOMMARNUMMER
6. CfP: HOW COMPUTERS ENTERED THE CLASSROOM, 1960 – 2000
7. INTERNATIONAL ONLINE SEMINAR SERIES ON SCHOOL REFORM
8. PUBLIKATIONER
1. WEBBINARIUM: HUR KAN LÄRARNA STÄRKA SVENSK SKOLA?
I samband med att IVA lanserar rapporten; Fokus på lärarna – Ett kunskapsunderlag, bjuder vi in till ett webbinarium för att diskutera hinder i lärarnas vardag och vad som behövs för att de bättre ska kunna utföra sitt uppdrag så att den svenska skolan kan stärkas.
De frågor vi vill lyfta är: Hur påverkar styrningen av skolan lärarnas arbetsvillkor och förutsättningar i klassrummet? Vad säger aktuell forskning? Vilka hinder finns för lärare att utföra god undervisning som gynnar elevernas kunskapsutveckling? Hur skiljer sig förutsättningarna för svenska lärare jämfört med lärare i andra länder?
Medverkande: Carina Byström, lärare i svenska och svenska som andra språk, Bäckhagens skola i Bandhagen; Anna Ekström, utbildningsminister; Johanna Ringarp, universitetslektor i pedagogik med inriktning i utbildningshistoria, Stockholms universitet; Daniel Sandin, författare och gymnasielärare i svenska, religionskunskap och historia, Katedralskolan i Lund; Andreas Schleicher, OECD:s utbildningschef; Björn Åstrand, universitetslektor Umeå universitet; Eva Lundgren projektledare IVAs program för att stärka svensk skola. Moderator: Jan Westberg, IVA
Datum: 27 augusti, 2020. För mer information, se https://www.iva.se/event/hur-kan-lararna-starka-svensk-skola/
2. CfP: THE RISE OF EDUCATION ACROSS EUROPEAN REGIONS IN THE LAST TWO CENTURIES
Place: University of Groningen (further details will be communicated in due time)
When: January 20th – 21st, 2021
Deadline for submitting a 500-word abstract: September 15th, 2020
As W. E. Marsden (1977) noted in his seminal paper on geography and the history of education, the diffusion of education is unevenly distributed in space and thus marked by local and regional inequalities. Economic historians have increasingly taken advantage of such variation across places to examine (i) the impact of education on economic development, (ii) the determinants of schooling and human capital – while raising important questions regarding the role of religion, landownership and political voice, industrialization and institutional reforms. In other contexts, historians and historians of education have explored regional variations in schooling through analyses of national politics of standardization and homogenization, and in studies of the local and regional contexts of education, shedding further lights on the complex settings that enabled the rise of mass schooling.
Although scholars in each field have taken important steps forward, there remains a lack of true interdisciplinary work on the local and regional variations of schooling. The aim of this workshop is to promote such work, and to provide a platform where quantitative and qualitative contributions may inform each other.
The main focus of the workshop will be the rise of primary and secondary education across European regions in the last two centuries, even though we also welcome contributions on different historical periods and world regions. More specifically, we encourage submissions from a broad range of disciplines that shed light on fundamental aspects of regional variation in schooling, its determinants and impact on social and economic development. These includes:
1. The spatial distribution of education (in terms of schools, enrolment levels, child-teacher ratios, absenteeism etc.)
2. Economy and the demand for schooling
3. Demography and education
4. Education reform and regional differences
5. School finance and teacher salaries
6. Gender educational inequality
7. The local history of schooling
Please send an extended abstract (c. 500 words) to gabriele.cappelli@unisi.it by September 15th, 2020.
Organizers:
Francisco J. Beltrán Tapia
Gabriele Cappelli
Alfonso Díez Minguela
Julio Martínez-Galarraga
Daniel Tirado
Johannes Westberg
3. ISCHE 42: NYTT DATUM – 16-19 JUNI 2021
The ISCHE Executive Committee has decided to postpone ISCHE 42 to 2021. New dates for 2021 are June 16-19.
The ISCHE Executive Committee and the Local Organizing Committee at Örebro University have established first guidelines for ISCHE 42, which will take place in 2021 in Örebro. These guidelines are available here: https://www.oru.se/contentassets/48633ee2a694446bb4cb2c6c360afaea/statement-of-the-ische-president.pdf
Please note: Our Conftool will open for withdrawals, revisions, and additional submissions in January 2021.
Questions? Email ische2020@ische.org
4. DOKTORANDANSTÄLLNING I OSLO MED INRIKTNING MOT UTBILDNINGSHISTORIA.
Senter for profesjonsstudier, OsloMet utlyser en doktorandanställning inom delprojektet ”Pedagogisk forskning, lærerutdanning og ‘kunnskap for endring’” som ingår i forskningsprogrammet ”Renewed Perspectives on Research Use in Education” (REPOSE).
För mer info se: https://www.oslomet.no/om/ledige-stillinger/stipendiat-i-profesjonsstudier-repose eller kontakta professor Fredrik Thue, thue@oslomet.no
Deadline 15 september, 2020
5. VÄGVAL 2020:2 SOMMARNUMMER
Inledning
Agneta Linné
Vägval i den statliga förskolepolitiken: Halv- eller heldagsverksamhet, i hemmiljö eller på institution
Ingrid Söderlind, Anne-Li Lindgren
Skolans nedgång i Sverige under 1500-talet
Jakob Evertsson
Lärares mångsyssleri under 1800-talets andra hälft
Johannes Westberg
Modersmålsutbildningens policy i Sverige 1957-2017
Nuhi Bajqinca
MINITEMA OM LÄRARPRESSEN
Svensk läraretidning – en fråga om facklig sammanhållning (1)
Joakim Landahl
Från fri tidning till utförsäljning – ett vittnesmål Lärarförbundets tidningsavdelning år 2013-2019 Ett vittnesmål om fri journalistik och förändring
Enikö Arnell-Szurkos
Striden om en fri och obunden fackförbundstidning
Sten Svensson
Artiklarna finns fritt tillgängliga på : https://undervisningshistoria.se/
6. CfP: HOW COMPUTERS ENTERED THE CLASSROOM, 1960 – 2000
In historical research, there are now numerous studies devoted to digital change in Europe. The term “digital change” is used to cover all the structural adjustment processes – political, economic, social and cultural – that society is undergoing both as a result of and in response to the progressive introduction of digital technology to our everyday lives. As computers became gradually smaller, more affordable and easier to use, they spread from universities and research institutions to offices, small companies, libraries, private homes and classrooms. Today they are not only used by scientists and engineers, but also by the general public. Digital technologies have gradually permeated everyday tasks and interactions at home, work, education and leisure. This development is often associated with the notion of an emerging “digital society”.
However, in research on the history of education, the question of how computers conquered the classroom, has so far been totally neglected. Almost 20 years ago, in his groundbreaking study on the implementation of new information technologies in Silicon Valley schools, Larry Cuban impressively demonstrated the importance of a historical perspective for understanding the digital present. But only recently did historians take up this challenge. Research projects and historical publications are beginning to address the role of education and training in the emergence of a “digital society”. However, comparative or transnational studies are still rare in recent research and it is almost impossible to obtain an overview of the different regional and national developments. Whilst studies in the USA are now available, the introduction of computers in European schools has not yet been comprehensively analysed. We would like to address this research gap with an edited volume that deals with the introduction of various microchip-based technologies in schools and universities in Europe. National case studies on developments in the north, south, east and west of Europe will be invited, as well as historical studies of transnational entanglements related to the introduction of new technologies in the classroom.
The individual contributions will focus on the driving forces behind the introduction of computers and other microchip-based technologies in education. In a heuristic approximation, government agencies, computer hardware and software producers, telecommunication companies, interested teachers, computer enthusiasts, students, publishers of teaching materials, professional and business associations, can all be included as influential actors or interest groups. Studies on public schools, universities and vocational schools should be considered as they are likely to play a special role in the introduction of computers. Individual historical case studies should not only focus on the purchase and implementation of digital hardware, but also on the acquisition and development of specialized software for educational purposes. However, the history of the introduction of computers in the classroom cannot be told without considering the didactic discussions about the teaching of computer literacy and IT competence.
We invite you to submit a proposal (~500 words) for a case study on how computers entered the classroom in at least one European country. Papers which also consider transnational entanglements are particularly welcome.
Please send your proposals to cflury@ife.uzh.ch and mgeiss@ife.uzh.ch by 18th September 2020.
On the basis of the proposals, an invitation will be issued to write a draft of the paper (~20’000 characters) by Spring 2021. This will then be discussed in an authors’ workshop (possibly online). Afterwards, all contributors will have the opportunity to revise and extend their draft papers. It is expected that this will be a multi-stage process. The aim is to publish this edited volume in an English-speaking publishing house with a broad reach. We hope to be able to hand over the finished manuscript to the publisher by the end of 2021.
For the full CfP, see https://www.ische.org/call-for-papers-how-computers-entered-the-classroom-1960-2000/
7. INTERNATIONAL ONLINE SEMINAR SERIES ON SCHOOL REFORM
In this time of corona, Mette Buchardt (Ålborg), Jane Gingrich (Oxford), Michael Geiss (Zurich) and Johannes Westberg (Groningen/Örebro), is organizing an online seminar series that from different perspectives deals with issues of school reform. Among other things, issues of conservatism, religion, data-based governance, and the so-called knowledge economy in the age of globalization are discussed. The speakers at the seminars are Julian Garritzmann (Frankfurt), Nelli Piattoeva (Tampere), Sussannah Wright (Oxford Brookes), and Adam Laats (SUNY).
More information, and info on how to register for these events, see https://educationreform.network/home/educational-reform-online-seminar-series/
8. PUBLIKATIONER
Agrell, Beata (2019). Maria Sandel och folkbildningen. Inte bara vett och vetande – bildningens betydelse i Maria Sandels författarskap. Stockholm: Maria Sandelsällskapet, 2019. [vetenskaplig utgåva med noter & källförteckning. E-bok, pdf; ISBN 978-91-981828-5-9.] https://mariasandel.files.wordpress.com/2019/12/agrell-b-2019_maria-sandel-folkbildningen-krympt-1.pdf
Ahonen, Sirkka. ”The construction and deconstruction of national myths. A study of the transformation of Finnish history textbook narratives after World War II.” European Politics & Society. Jun2020, Vol. 21 Issue 3, p341-355.
Burman, Anders och Landahl, Joakim (red) (2020), 1968 och pedagogiken. Södertörns högskola. http://sh.diva-portal.org/smash/get/diva2:1449391/FULLTEXT02.pdf
Bodensten, Erik (2020): A societal history of potato knowledge in Sweden c. 1650–1800, Scandinavian Journal of History, DOI: 10.1080/03468755.2020.1752301
de Coninck-Smith, Ning (2020) Gender encounters university—university encounters gender: affective archives Aarhus University, Denmark 1928–1953, Women’s History Review, 29:3, 413-428, DOI: 10.1080/09612025.2019.1611123
Garðarsdóttir, Ólöf. ”Disobedient Boys and Promiscuous Girls. Views on Institutions for Wayward Youth in Iceland 1900−1960.” Scandinavian Journal of History (2020): 1-24.
Löw Joel. Världen, Sverige och barnen: Internationell påverkan på svensk barnpolitik under välfärdsstatens framväxt i mellankrigstidens tidevarv [Internet] [PhD dissertation]. [Linköping]: Linköping University Electronic Press; 2020. (Linköping Studies in Arts and Sciences). Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165444
Rantala, Jukka (2020) Conflicting views on the teacher’s role as model citizens in Finland, 1900–1950, Paedagogica Historica, DOI: 10.1080/00309230.2020.1769146
Ringarp, Johanna, ”Fattigbjudning eller kunskapsförmedling? Stockholms arbetarkvinnors möte med Tolfterna”, Hill, Niklas & Aron Schoug (red.) (2020). Lärande i civilsamhället. En forskarantologi. Stockholm: Trinambai, s. 123-161.
Sass, Katharina (2020): Cleavage structures and school politics: a Rokkanian comparative-historical analysis, History of Education, DOI: 10.1080/0046760X.2020.1747645
Vilhjálmsson, Thorsteinn (2020): The boundaries of pleasure: the diary of Ólafur Davíðsson and the heterotopia of the nineteenth-century Reykjavík Latin School, Scandinavian Journal of History, DOI: 10.1080/03468755.2020.1776766
Östling, Johan, and David Larsson Heidenblad. 2020. “Fulfilling the Promise of the History of Knowledge: Key Approaches for the 2020s”. Journal for the History of Knowledge 1 (1): 3. DOI: http://doi.org/10.5334/jhk.24
