1. LEKTORSTJÄNST I HISTORIA: SUNDSVALL
2. POSTDOKTOR I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING (UMEÅ)
3. SAVE THE DATE: 8TH NORDIC EDUCATION HISTORY CONFERENCE, 25-27 MAY 2022
4. PUBLIKATIONER

1. LEKTORSTJÄNST I HISTORIA: SUNDSVALL
Mittuniversitetet i Sundsvall lyser ut en tillsvidaretjänst som universitetslektor i historia, med inriktning mot tiden före 1800-talet.

Välkommen att ansöka senast 9 augusti:
https://www.miun.se/mot-mittuniversitetet/jobb/jobb/ledigajobb/-universitetslektor-i-historia/

2. POSTDOKTOR I HISTORIA MED UTBILDNINGSVETENSKAPLIG INRIKTNING (UMEÅ)
Umeå universitet söker en postdoktor i historia med utbildningsvetenskaplig inriktning (utbildningshistoria eller historiedidaktik). Sista ansökningsdag är 16 juni.

För mer information, se https://www.umu.se/jobba-hos-oss/lediga-jobb/postdoktor-i-historia-med-utbildningsvetenskaplig-inriktning_334785/

3. SAVE THE DATE: 8TH NORDIC EDUCATION HISTORY CONFERENCE, 25-27 MAY 2022
Den nordiska utbildningshistoriska konferenserna har organiserats sedan 1998, då Per-Johan Ödman, Urban Dahllöf och Peter Burke höll keynotes (se https://utbildningshistoria.se/nordiska-konferenser/). Senast hölls konferensen i Trondheim 2018, och på grund av pågående corona-epidemi kommer nästa nordiska konferens att gå av stapeln 25-27 maj 2022, vid Ålborgs universitet i Danmark. Arrangörer är Mette Buchardt och Christian Ydesen, och keynote speakers blir Pirjo Markkola (Tampere) och Daniel Tröhler (Wien). Temat för konferensen är ”Global and Local Historues of Education and the States”

4. PUBLIKATIONER
Félix, Ines. (2020). School journeys: ideas and practices of new education in Portugal (1890-1960) (PhD dissertation). Umeå University, Umeå. Full text: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-169276

Larsson, Germund & Westberg, Johannes (2020), ”Child Labour, Parental Neglect, School Boards, and Teacher Quality: School Inspector Reports on the Supply and Demand of Schooling in Mid‑nineteenth-century Sweden”, Historical Studies in Education / Revue d’histoire de l’éducation, vol. 32, no. 1, 145-164. https://doi.org/10.32316/hse-rhe.v32i1.4743

Lindgren, A-L & Grunditz, S. (2020) Examining Children’s and Adult’s Ways of Looking in Kindergarten: An Analysis of Documented Observations from the 1930s. In: Maarit Alasuutari, Helga Kelle and Helen Knauf, Documentation in Institutional Contexts of Early Childhood. Normalisation, Participation and Professionalism, Springer: 147-165.

Norlin, Björn (2020) Comenius, moral and pious education, and the why, when and how of school discipline, History of Education, DOI: 10.1080/0046760X.2020.1739759

Primus, Franziska & Christian Lundahl (2020) The peripherals at the core of androcentric knowledge production: an analysis of the managing editor’s knowledge work in The International Encyclopedia of Education (1985), Paedagogica Historica, https://www.tandfonline.com/doi/full/10.1080/00309230.2020.1739085

Ydesen, C. & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

***
Tiden går snabbt när nätverk har roligt! Det har nu gått ganska exakt 15 år sedan Donald Broady tog initiativ till nätverket på Historikermötet som hölls i universitetshuset i Uppsala, och mycket har hänt sedan dess inom svensk utbildningshistoria. Nätverket hålls levande tack vare all information som jag får av er, så glöm inte att skicka mig information om publikationer, workshops etc. Trevlig helg! /Johannes
***

1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
2. REMINDER: SCHOOL FINANCE REFORMS (19TH-21ST CENTURIES)
3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
4. PUBLIKATIONER

1. CfP: THE HISTORY OF KNOWLEDGE AND THE HISTORY OF EDUCATION
History of Education Review special issue: the history of knowledge and the history of education

In recent years, the history of knowledge has developed into a thriving and dynamic subfield of historical studies, with its own specialist journals, book series and research centres, bringing together the study of a diverse range of periods, disciplines and approaches. Two programs of historical investigation in particular have emerged: first, an examination of the production, circulation and translation of knowledges outside of formal institutional structures, sometimes with a focus on historically devalued knowledges such as craft and trade knowledges; and second, an attempt to integrate histories of the natural sciences, social sciences and humanities, sometimes conceived of as an expansion of the history of science. As a field, the “history of knowledge” thus connects and overlaps with the history of science and technology, the similarly nascent field of the history of humanities, and intellectual history and the history of ideas in their various manifestations. However, less attention has to date been paid to the connections the new field might have with the history of education.

History of Education Review (Scimago 1) seeks submissions for a special issue, to be co-edited by Tamson Pietsch (UTS) and Joel Barnes (UTS), that will explore the relations and interconnections between the history of knowledge and the history of education. Submissions may examine empirical cases, focusing on any period and geographical region, or take theoretical or historiographical approaches. Authors may wish to consider questions such as:

What are the implications of centring forms of knowledge for established questions and problems in the history of education?

How does bringing the history of science and of other forms of learning into dialogue with the institutional histories of schooling, universities and technical education reframe our understandings of these institutions?

What might a focus on informal or extra-institutional knowledges bring to a field that has conventionally focused on the practices and institutions shaping formal, official knowledges? What are the relations between informal and formal knowledges, and how might attention to excluded knowledges reframe understandings of those that have historically been included within education systems?

What are the possibilities for history of knowledge methods to bring historically devalued Indigenous and non-Western knowledges more fully into the history of education?

How does thinking about the circulation of knowledge bring new perspectives to the traditional subjects of the history of education?

We seek submission of abstracts of 300 words proposing articles for consideration for publication, with full manuscripts to follow. Acceptance of an abstract does not mean acceptance of a paper and submitted papers will proceed through History of Education Review’s usual peer-review process.

Send abstracts and all queries to: joel.barnes@uts.edu.au
Abstracts due: 1 October 2020
Full manuscripts due: 1 April 2021
Planned publication: Issue 1, 2022

For more info, see https://anzhes.com/call-for-papers/

2. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
Call for a special issue to be published in French in Histoire de l’éducation, and in English or the Nordic languages in the Nordic Journal of Educational History.

In the 19th and 20th centuries, European societies generally followed, with variations in timing, rhythm and scale, trajectories of mass enrolment in primary, secondary – general as well as vocational, and higher education. At the same time, the funding schemes of these different types of education have been reshaped over the years, with changes affecting both the respective share of public and private funding, the use or exclusion of market mechanisms in the allocation of resources, and the centralization or decentralization of fiscal resources allocated to education.

Drawing on quantitative methodologies, economists and political scientists have attempted to assess the various effects of these funding schemes on the pace of development of national school systems, on the overall level of educational expenditure, and also on the level of redistribution among social classes. This research shows that these funding schemes are not neutral technical mechanisms. On the contrary, funding schemes contribute to the explanation of different features of past and present educational policies. Moreover, they represent a substantial part of the redistributive mechanisms at work in democratic societies. As such, the history of the funding schemes of education systems feeds into the ongoing reflection on the dynamics of socio-economic inequalities in European societies: an unprecedented level of inequality in the 19th century, a significant reduction in income and wealth inequalities starting after the First World War, and their resurgence since the 1980s.

In this call for papers, we encourage researchers to explore transformations in school funding schemes, their genesis, their social, economic, and political purposes, as well as their effects. This special issue will focus on two countries: France and Sweden. The aim is to fill the gaps in the respective national historiographies, but also to reveal, through comparison, the diversity of possible solutions in the management of similar challenges, such as the unequal cost of schooling in rural and urban areas, the need to balance national objectives and local socio-economic specificities, or the quest for a better use of public resources.
Among the reforms that need further examination, we would like to point out the following (this list is not exhaustive):

For the French case:
-the State taking charge of the remuneration of primary school teachers (1889) and of secondary school teachers (for the “collèges” in 1925)
-the reform of the apprenticeship tax in 1971
-the nationalization of secondary schools between the years 1950 to 1970
-the financial dimensions of school decentralization from 1982 onwards, etc.
For Sweden:
-The centralization of the remuneration of primary school teachers (1910-1930)
-The reform of the student subsidy system (1900-1950)
-The introduction of comprehensive schools in the 1950s and the comprehensive school reform of 1962 (grundskolereformen)
-The decentralization of the Swedish primary school system 1989-91 (the so-called municipalization, kommunaliseringen)
-The introduction of school vouchers (1992)

We invite the authors to be attentive to the plurality of factors that may inform the adoption of a particular reform. The reform may institutionalize previously existing financial flows that may have grown outside any clearly defined legal framework. It may also open the way to new or increased financial flows. In both cases, it is necessary to appreciate the weight of ideological and political models in the reform process. These models provide the justifications for changes in the distribution of the burdens falling on the various funders: competing conceptions of what equality implies (between individuals, gender, social classes, urban and rural territories); or alternative visions of the characteristics of “efficient” organization. Finally, the authors should, as far as possible, endeavor to assess the short-, medium-, and long-term effects of the reforms studied, without prejudging the conformity of these effects with the objectives initially pursued.

Guidelines for the authors
Proposals will include the name of the author, his/her email and institutional affiliation; a title and an abstract in French, English, or a Nordic language (700-800 words), and a bibliography.
Proposals will be sent jointly to Clémence Cardon-Quint (clemence.cardon-quint@u-bordeaux.fr) and Johannes Westberg (b.a.j.westberg@rug.nl).

Scientific committee
Articles will be submitted to a double-blind peer review. The scientific committees of Histoire de l’éducation and of the Nordic Journal of Educational History will supervise the process.

Timeline
•Deadline for submission of proposal (700-800 words): May 1, 2020.
•Answers to the authors: June 1, 2020.
•November 2020: one day workshop at the University of Bordeaux (France) to discuss the introduction and the first versions of the papers
•January 2021: delivery of the papers
•January-March 2021: double-blind peer review
•May 2021: delivery of the revised versions of the papers
•May 2021-November 2021: professional translation of the articles (funded and supervised by the organizers)
•Winter 2021: publication

3. ISCHE 42: UPPSKJUTEN TILL AUGUSTI 2021
Eftersom en ISCHE-konferens både styrs av stadgarna för den stiftelse som har ansvaret för konferensen, och varje ISCHE-konferens påverkar nästkommande konferens då den är årlig, har det inte varit ett lätt beslut att fatta. Men det är nu klart att ISCHE 42, som skulle ha hållits i Örebro detta år, skjuts upp ett år. Exakt datum är inte fastställt, men konferensen kommer att organiseras i augusti 2021, i Örebro.

Detta innebär att antagna papers och sessioner förblir antagna. För dem som inte kan delta, kommer möjligheter att finnas att dra tillbaks sin anmälan när vår Conftool öppnar igen i januari 2021. För mer information, se https://www.ische.org/wp-content/uploads/2020/04/Guidelines-for-ISCHE-2021.pdf

4. PUBLIKATIONER

Hellstrand, Sandra (2020). Lärlingsfrågan Institutionell förändring, ekonomiska föreställningar och historiska begrepp i den svenska debatten om lärlingsutbildningen, 1890-1917. Stockholm: Institutionen för ekonomisk historia och internationella relationer, Stockholms universitet. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179092

Honkavuo, Leena. ”The history of ideas of Nordic midwives’ excursions from the early 19th century to the millennium.” Scandinavian Journal of Caring Sciences, Mar2020; 34(1): 190-198.

Merethe Roos, Studia Theologica 1/20: Educating for Ecclesia – Educating for the Nation – Theological Perspectives in Nils Egede Hertzberg’s (1827-1911) understanding of schools https://www.tandfonline.com/doi/full/10.1080/0039338X.2020.1744722

Merethe Roos ,Teologisk Tidsskrift 2/20: Luthersk og uluthersk oppdragelse. Skole- og utdanningstenkning blant norske utvandrere til Amerika. Paul Vigenstad (1839-1925) som eksempel

1. POST-DOC: ”KVINDERNES UNIVERSITET. AARHUS UNIVERSITET 1928-2015”
2. UPPSKJUTET: FÖRENINGEN FÖR SVENSK UNDERVISNINGSHISTORIA 100 ÅR
3. PUBLIKATIONER

1. POST-DOC: ”KVINDERNES UNIVERSITET. AARHUS UNIVERSITET 1928-2015”
Ved Afdelingen for pædagogisk sociologi, DPU på Aarhus Universitet, opslås en toårig post.doc.-stilling.

Post.doc. ansættelsen er tilknyttet til forskningsprojektet ”Kvindernes Universitet. Aarhus Universitet 1928-2015”.

Projektet er finansieret af Aarhus Universitets Forskningsfond og undersøger kvindernes veje ind i de videregående uddannelser gennem et særligt fokus på grænsefladerne mellem køn, profession og universitet.

Ansættelsen er på fuld tid i to år med start 1. august 2020 eller snarest derefter.

Ansættelsessted er DPU, Aarhus Universitet, Campus Emdrup, Tuborgvej 164, 2400 København NV.

Om projektet
Ændringen i danske kvinders uddannelsesmønster har været massiv. Fra at de for 30 år siden fik mindst uddannelse, til at de i dag får mest. Det er bl.a. sket gennem en akademisering af professionsuddannelserne, herunder oprettelsen af professionsrettede kandidatuddannelser på universiteterne. Dette har haft stor indflydelse på uddannelsesinstitutionerne, der har skullet tilpasse uddannelser og institutionelle rammer til den ændrede sammensætning blandt de studerende. Samtidig har professionaliseringen af uddannelser som f.eks. lærer og sygeplejerske betydet, at forholdet mellem praksis og teori har ændret sig.

Forskningsprojektet ”Kvindernes Universitet” henter sin teoretiske og metodiske inspiration fra affektive læsninger af kvinders uddannelseshistorie. Intentionen er at flyttet blikket på dansk universitetshistorie fra jubilæumsfejringer i retning af, hvordan universitetet gøres af mennesker, placeret i hverdagens mange og skiftende, ofte konfliktfyldte situationer, hvor akademiske og faglige forventninger og identiteter brydes, mens grænser og forståelser rykker sig og de samfundsmæssige kontekster ændres.

Deadline: 5 april, 2020

För mer information: https://dpu.au.dk/om-dpu/ledige-stillinger/job/to-aarig-postdoc-til-kvindernes-universitet-aarhus-universitet-1928-2015/

2. UPPSKJUTET: FÖRENINGEN FÖR SVENSK UNDERVISNINGSHISTORIA 100 ÅR
Föreningen för Svensk Undervisningshistoria har beslutat att skjuta upp firandet av sin hundraårsdag till i höst, med anledning av den rådande coronasituationen. Nytt datum för jubileet är lördag 12:e september, platsen är fortfarande Uppsala. I samband med detta kommer alla medlemmar få föreningens jubileumsårsbok. Mer information följer.

3. PUBLIKATIONER
Geiss, Michael & Westberg, Johannes (2020), ”Why do training regimes for early childhood professionals differ? Sweden and Switzerland compared”, European Educational Research Journal (ahead of print), https://doi.org/10.1177/1474904120909652

Hellstrand, Sandra. (2020). Lärlingsfrågan: Institutionell förändring, ekonomiska föreställningar och historiska begrepp i den svenska debatten om lärlingsutbildningen, 1890-1917 (PhD dissertation). Stockholms universitet, Stockholm. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-179092

Lillejord, S., Børte, K. Middle leaders and the teaching profession: building intelligent accountability from within. J Educ Change 21, 83–107 (2020). https://doi-org.ezproxy.its.uu.se/10.1007/s10833-019-09362-2

Landahl, Joakim (2020) The PISA calendar: Temporal governance and international large-scale assessments, Educational Philosophy and Theory, 52:6, 625-639, DOI: 10.1080/00131857.2020.1731686

Ydesen, C., Bomholt, A. Accountability implications of the OECD’s economistic approach to education: A historical case analysis. J Educ Change 21, 37–57 (2020). https://doi-org.ezproxy.its.uu.se/10.1007/s10833-019-09355-1

Johan Östling, David Larsson Heidenblad & Anna Nilsson Hammar, Forms of Knowledge: Developing the History of Knowledge (Nordic Academic Press, 2020). https://portal.research.lu.se/portal/files/76263844/Forms_of_Knowledge.pdf

1. PÅMINNELSE: 9 DOKTORANDTJÄNSTER I UTBILDNINGSHISTORISK FORSKARSKOLA
2. KUNSKAPSHISTORISK SOMMARSKOLA, AUGUSTI 2020
3. CfP: UNIVERSITIES IN EUROPE: COMMON CONTEXTS AND LOCAL PECULIARITIES (WORKSHOP)
4. TRE-ÅRIGT STIPENDIUM: HISTORISK ORIENTERT PROSJEKT OM LÆRERNES KUNNSKAPSBASE (OSLO)
5. CfP: WAR AND EDUCATION
6. PUBLIKATIONER

1. PÅMINNELSE: 9 DOKTORANDTJÄNSTER I UTBILDNINGSHISTORISK FORSKARSKOLA
De 9 doktorandtjänsterna i forskarskolan med inriktning mot tillämpad utbildningshistoria, ligger nu sedan en tid ute på: https://appliedhistoryofeducation.school.blog/ Mer information finns där också om forskarskolans inriktning. Sprid gärna till eventuella sökanden! Notera att utlysningarna också finns på engelska på: https://appliedhistoryofeducation.school.blog/calls-for-positions/

2. KUNSKAPSHISTORISK SOMMARSKOLA, AUGUSTI 2020
Den 24–27 augusti 2020 arrangeras för första gången Kunskapshistorisk sommarskola vid Centrum för kunskapshistoria, Lunds universitet (LUCK).

Sommarskolan kommer att ge fördjupande orientering i det expanderande fältet kunskapshistoria och vänder sig till doktorander och nydisputerade. Arbetsspråket kommer att vara skandinaviska (svenska/danska/norska) och vi välkomnar sökande med historiska intressen från alla humanistiska och samhällsvetenskapliga ämnen.

Ansökningar skickas till sommarskolans koordinator anton.jansson@hist.lu.se senast den 15 mars 2020. För mer information om sommarskolan se https://newhistoryofknowledgecom.files.wordpress.com/2020/02/kunskapshistorisk-sommarskola-2020.pdf

3. CfP: UNIVERSITIES IN EUROPE: COMMON CONTEXTS AND LOCAL PECULIARITIES (WORKSHOP)

X Héloïse Workshop – European Network on Digital Academic History
Bologna 3-5 September 2020
Universities in Europe: common contexts and local peculiarities through source analysis
(origins – twentieth century)

For ten years now, the Héloïse project has brought together scholars working in areas of research on the History of Universities employing information technologies to collect and analyze data. This year, the workshop proposes conducting a general survey of the progress made by the ongoing research, calling on the scientific community for papers that will represent the main theme of the workshop, which is to place emphasis on the variety of sources employed, institutional and non, as well as papers presenting new projects and potential cross-boundary research collaborations.

Pursuing a common pathway within the university system by employing information tools typical to the Héloïse group would not be possible without a clear awareness of what brings together and what differentiates the various European experiences. Until now, the different research groups have addressed these experiences individually, and a fundamental step in the research process is to analyze both the sources currently employed as well as potential sources. The structuring of a common research project requires a preliminary step to identify a clear and, as far as possible, defined subject of enquiry. A panorama of the history of European universities spanning a long period, like that undertaken by the Héloïse research network, includes moments of continuity and rupture, common elements and local peculiarities. Universities were born in Europe and they represent a common and distinctive feature of a continent particularly fragmented during the medieval and modern periods. They are also characterized by temporal and spatial features, changes due to the exchange of people, ideas, knowledges, and institutional profiles, as well as cultural content and functions.

Taking these considerations into account, we propose dedicating the X Héloïse workshop to new materials and methods for the study of academic prosopography from the Middle Ages to the present day. To achieve this aim, we suggest certain themes we believe to be important in light of the considerations outlined above:

• databases and historiography:
• databases and computer languages:
• sources for the History of Universities:

Scholars wishing to participate at the workshop are required to submit an abstract on their proposed theme (1,000-1,500 characters) no later than 31 March 2020 to the Scientific Committee sending an email to: cisui.redazione@unibo.it (Dr. Ilaria Maggiulli).

By 15 May 2020, an initial draft of the workshop calendar will be presented and participants will be sent a relative form to arrange their travel and stay (arrival, departure, overnight stays, meals).

For further information about the Héloïse network, please visit: https://heloise.hypotheses.org/ and http://heloisenetwork.eu/.
For further information about Cisui, please visit: https://centri.unibo.it/cisui/it
For more info on the workshop: https://centri.unibo.it/cisui/it/agenda/call-for-papers

4. TRE-ÅRIGT STIPENDIUM: HISTORISK ORIENTERT PROSJEKT OM LÆRERNES KUNNSKAPSBASE (OSLO)
Ved Senter for profesjonsstudier, OsloMet (Oslo Metropolitan University ) er det ledig en treårig stilling som stipendiat på et historisk orientert prosjekt om lærernes kunnskapsbase. Doktorgradsstipendet er en del av prosjektet «Renewed Perspectives on Research Use in Education (REPOSE)», finansiert av Norges forskningsråd. Stipendiaten skal jobbe innenfor prosjektets arbeidspakke 3, «Pedagogisk forskning, lærerutdanning og ‘kunnskap for endring’», som studerer samspillet mellom pedagogikk og lærerutdanning fra mellomkrigstiden til i dag. Søknadsfrist 15. mars 2020.

Utlysningsteksten finner du her: https://www.oslomet.no/om/ledige-stillinger/stipendiat-i-profesjonsstudier2

5. CfP: WAR AND EDUCATION
Eds.: Bernhard Hemetsberger (University of Vienna, Austria), Frank Jacob (Nord University, Norway), Sebastian Engelmann (University of Tübingen, Germany)

Wars are disruptions in social life and usually determine changes in many different ways. Education on the other hand, at least since the age of Enlightenment, has been in charge of addressing, even solving social problems for a better future. Both of these elements of human history are, however, closes interconnected. Education is here understood comprehensively as an intergenerational socially directed activity, found in different non-/institutionalized settings and periods, reflected upon in paradigmatic and ordinary categories. Bodies as well as minds are addressed in educative settings alike. The planned anthology to be published in 2021 by Schöningh/Brill as a contribution to the series War (Hi) Stories will highlight educational issues in their respective relation to war, not only from a historical, but especially from a cultural perspective.

Therefore, papers should address questions related to one of the following main categories of interest:

1. education for war: The ‘production’ of able bodies and ‘ready’ minds to win a possible conflict is recurrently seen in pre-war periods. Public discourse and political propaganda that address education are of special interest for its materialization and sedimentation.
2. wartime education: In order to compensate, maintain or (re)direct social order, as resembled by signs of deterioration and resistance, wars are evoked and still penetrate educative settings and demand a reconsideration of pedagogical aims and values.
3. post-war periods: Chapters in this section could analyze the social handling of victory or defeat in educational settings, including inter alia reform programs, reeducation programs or pedagogical innovations

The volume will address these three main categories, although proposals can be sent for theoretical and methodical approaches alike, as well as for all possible historical periods and geographical contexts.

The deadline for submitting a proposal (short paper-abstract, max. 500 words with a reference to at least one of the three categories, and a short bio) is May 1, 2020. Proposals should be sent to Dr. Sebastian Engelmann:
sebastian.engelmann@uni-tuebingen.de

A first response about acceptance will be sent by May 15, 2020. Final papers, ranging between 6,000 and 8,500 words should be submitted by August 31, 2020.

Contact Info:
Sebastian Engelmann, Tübingen University sebastian.engelmann@uni-tuebingen.de
Frank Jacob, Nord University frank.jacob@nord.no
Contact Email: frank.jacob@nord.no

6. PUBLIKATIONER
de Coninck-Smith, Ning, ”Transnational arkitektoniske møder. Unesco og skolebyggeri i Asien 1960-1972”, Tidskriftet kulturstudier 2019:2. http://tidsskriftetkulturstudier.dk/tidsskriftet/2019-2/2-december/transnationale-arkitektoniske-moder/

Lilliedahl, Jonathan (2020): Specialised music classes in comprehensive education: a case study of the Swedish shift from social-democratic uniformity to neoliberal diversity, Journal of Educational Administration and History, DOI: 10.1080/00220620.2020.1718620

Westberg, Johannes (2020) Combining Global and Local Narratives: A New Social History of the Expansion of Mass Education?, European Education, https://doi.org/10.1080/10564934.2020.1727750

1. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
2. CALL FOR NOMINATIONS: THE FASS-SANDIN ARTICLE PRIZE (NORDEN)
3. TOC: VÄGVAL NR 4 / 2019 – TEMA: REFORMHISTORIA
4. NY CENTRUMBILDNING: CENTRUM FÖR KUNSKAPSHISTORIA VID HISTORISKA INSTITUTIONEN I LUND
5. TOC: UDDANNELSESHISTORIE 2019 – TEMA: ”FRA FÅ TIL MANGE. DET 20. ÅRHUNDREDES UDDANNELSESEKPLOSION”
6. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE), 11.-12.6.2020, UNIVERSITY OF JYVÄSKYLÄ
7. PUBLIKATIONER

1. CfP: SCHOOL FINANCE REFORMS: GENESIS, PURPOSES, AND EFFECTS: FRANCE AND SWEDEN (19TH-21ST CENTURIES)
Call for a special issue to be published in French in Histoire de l’éducation, and in English or the Nordic languages in the Nordic Journal of Educational History.

In the 19th and 20th centuries, European societies generally followed, with variations in timing, rhythm and scale, trajectories of mass enrolment in primary, secondary – general as well as vocational, and higher education. At the same time, the funding schemes of these different types of education have been reshaped over the years, with changes affecting both the respective share of public and private funding, the use or exclusion of market mechanisms in the allocation of resources, and the centralization or decentralization of fiscal resources allocated to education.

Drawing on quantitative methodologies, economists and political scientists have attempted to assess the various effects of these funding schemes on the pace of development of national school systems, on the overall level of educational expenditure, and also on the level of redistribution among social classes. This research shows that these funding schemes are not neutral technical mechanisms. On the contrary, funding schemes contribute to the explanation of different features of past and present educational policies. Moreover, they represent a substantial part of the redistributive mechanisms at work in democratic societies. As such, the history of the funding schemes of education systems feeds into the ongoing reflection on the dynamics of socio-economic inequalities in European societies: an unprecedented level of inequality in the 19th century, a significant reduction in income and wealth inequalities starting after the First World War, and their resurgence since the 1980s.

In this call for papers, we encourage researchers to explore transformations in school funding schemes, their genesis, their social, economic, and political purposes, as well as their effects. This special issue will focus on two countries: France and Sweden. The aim is to fill the gaps in the respective national historiographies, but also to reveal, through comparison, the diversity of possible solutions in the management of similar challenges, such as the unequal cost of schooling in rural and urban areas, the need to balance national objectives and local socio-economic specificities, or the quest for a better use of public resources.
Among the reforms that need further examination, we would like to point out the following (this list is not exhaustive):

For the French case:
-the State taking charge of the remuneration of primary school teachers (1889) and of secondary school teachers (for the “collèges” in 1925)
-the reform of the apprenticeship tax in 1971
-the nationalization of secondary schools between the years 1950 to 1970
-the financial dimensions of school decentralization from 1982 onwards, etc.
For Sweden:
-The centralization of the remuneration of primary school teachers (1910-1930)
-The reform of the student subsidy system (1900-1950)
-The introduction of comprehensive schools in the 1950s and the comprehensive school reform of 1962 (grundskolereformen)
-The decentralization of the Swedish primary school system 1989-91 (the so-called municipalization, kommunaliseringen)
-The introduction of school vouchers (1992)

We invite the authors to be attentive to the plurality of factors that may inform the adoption of a particular reform. The reform may institutionalize previously existing financial flows that may have grown outside any clearly defined legal framework. It may also open the way to new or increased financial flows. In both cases, it is necessary to appreciate the weight of ideological and political models in the reform process. These models provide the justifications for changes in the distribution of the burdens falling on the various funders: competing conceptions of what equality implies (between individuals, gender, social classes, urban and rural territories); or alternative visions of the characteristics of “efficient” organization. Finally, the authors should, as far as possible, endeavor to assess the short-, medium-, and long-term effects of the reforms studied, without prejudging the conformity of these effects with the objectives initially pursued.

Guidelines for the authors
Proposals will include the name of the author, his/her email and institutional affiliation; a title and an abstract in French, English, or a Nordic language (700-800 words), and a bibliography.
Proposals will be sent jointly to Clémence Cardon-Quint (clemence.cardon-quint@u-bordeaux.fr) and Johannes Westberg (b.a.j.westberg@rug.nl).

Scientific committee
Articles will be submitted to a double-blind peer review. The scientific committees of Histoire de l’éducation and of the Nordic Journal of Educational History will supervise the process.

Timeline
•Deadline for submission of proposal: May 1, 2020.
•Answers to the authors: June 1, 2020.
•November 2020: one day workshop at the University of Bordeaux (France) to discuss the introduction and the first versions of the papers
•January 2021: delivery of the papers
•January-March 2021: double-blind peer review
•May 2021: delivery of the revised versions of the papers
•May 2021-November 2021: professional translation of the articles (funded and supervised by the organizers)
•Winter 2021: publication

2. CALL FOR NOMINATIONS: THE FASS-SANDIN ARTICLE PRIZE (NORDEN)
The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best peer-reviewed journal article in Danish, Norwegian, or Swedish (or in English so long as the journal is published in Norden) on the history of children, childhood, or youth (broadly construed) published in 2019. The award consists of a plaque. The winner will be announced in the Summer of 2020. 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 a PDF version of the article by February 15, 2020 via email to each of the Award Committee Members.

Petter Sandgren petter.sandgren@edu.su.se
Frescativägen 54
Department of Education
106 91 Stockholm

Helle Strandgaard Jensen hs.jensen@cas.au.dk
Department of History and Classical Studies, Aarhus University
Jens Chr. Skovs Vej 5
8000 Aarhus
Denmark

Elisabeth Teige elisabeth.teige@hivolda.no>
Department of Social Sciences and History, Volda University College.
P.O. Box 500
N-6101 Volda

3. VÄGVAL NR 4 / 2019 – TEMA: REFORMHISTORIA
Johanna Ringarp
Inledning

Peter Holmberg
Vägvalen i yrkesutbildningen- som jag minns dem! Från Yrkesskola till Gymnasieskola, tiden fram till 1991

Björn Furuhagen
På spaning efter den goda lärarutbildningen i Sverige och Finland

Viktor Aldrin
Skolans religiösa historia: Om övergången från statlig kristendom till statlig religionskritisk sekularism

Göran Bergström
Recension: Magnus Hulthén ”Striden om den goda skolan”

Texterna finns tillgängliga på: https://undervisningshistoria.se/vagval-nr-4-2019-tema-reformhistoria/

4. NY CENTRUMBILDNING: CENTRUM FÖR KUNSKAPSHISTORIA VID HISTORISKA INSTITUTIONEN I LUND
Den 1 mars 2020 inrättas Centrum för kunskapshistoria vid Historiska institutionen i Lund. Det engelska namnet är Lund Centre for the History of Knowledge och förkortningen lyder LUCK. Föreståndare blir Johan Östling och biträdande föreståndare Anna Nilsson Hammar och David Larsson Heidenblad.

Centrumbildningen kommer primärt att vara ett forum för den kunskapshistoriska forskning som bedrivs i Lund och samla de pågående aktiviteterna: det kunskapshistoriska seminariet, de kunskapshistoriska forskningsprojekten, det kunskapshistoriska gästforskarprogrammet, de nordiska och internationella nätverken, den digitala plattformen (newhistoryofknowledge.com) etc. Centrum för kunskapshistoria kommer härutöver att ha till uppgift att stimulera och möjliggöra kunskapshistoriska samarbeten över ämnes- och institutionsgränser i Lund.

För oss innebär inrättandet av Centrum för kunskapshistoria en organisatorisk formalisering av något som på många sätt redan finns. Samtidigt ser vi det som ett erkännande av det arbete som vi har bedrivit sedan 2014 för att lansera, utveckla och konsolidera kunskapshistoria som ett nytt fält. Vi vill därför rikta vårt varma tack till alla som på olika sätt har visat intresse för vår verksamhet och uppmuntrat oss.

Invigning av Centrum för kunskapshistoria äger rum den 4 mars kl. 14.15–16.00 (i LUX:C126) under festliga former. Det kommer att ske samtidigt som vi lanserar vår nya bok, Forms of Knowledge, en antologi som samlar ett tjugotal forskare med kunskapshistoriska intressen. Varmt välkomna!

Under våren 2020 har vi ett flertal andra aktiviteter på gång. Det kunskapshistoriska seminariet bjuder på ett antal intressanta punkter; till exempel kommer Peter Burke hit i slutet av april (se det bifogade programmet). Utöver dessa seminarier kommer flera forskare med kunskapshistoriskt relevanta ämnen att vara gäster på det högre seminariet i historia (se nedan).

I den första utlysningen till det kunskapshistoriska gästforskarprogrammet fick vi glädjande nog många goda ansökningar. Under maj månad kommer tre forskare att vara gästforskare inom ramen för programmet: Marina Bezzi (Brasilia), Joshua Ehrlich (Macao) och Thomas Ruoss (Leuven). En ny utlysning kommer i april.

För fortlöpande information se https://newhistoryofknowledge.com

Med vänliga hälsningar
Johan, Anna och David

5. TOC: UDDANNELSESHISTORIE 2019 – TEMA: ”FRA FÅ TIL MANGE. DET 20. ÅRHUNDREDES UDDANNELSESEKPLOSION”
Jesper Eckhardt Larsen og Christian Larsen
Uddannelsessystemernes ekspansion i det 20. århundrede – en oversigt over årsagsdiskussionen

Karen Egedal Andreasen og Christian Ydesen
Vejen til obligatorisk 8. og 9. skoleår – ideerne og konteksten bag oprettelsen af Statens Pædagogiske Forsøgscenter

Jesper Eckhardt Larsen
Skolelærernes historiske u-samtidigheder – lærerne som bondestandens organiske intellektuelle i mødet med uddannelseseksplosionen. Danmark og Norge i nordisk og europæisk perspektiv

Henning Bro
Det skæve gymnasium – geografiske skævheder i hovedstadsmetropolens gymnasietilbud i det 20. århundrede

Harald Jarning
Kunnskapsvekst under streken gjennom femti år – høyere utdanning i Norden utenfor universitetssektoren

Morten Meissner
Duborg-Skolen mellem tradition og opbrud

Signe Holm-Larsen
Reformtræthed, regeringsskifte og retfærdig retning?  uddannelserne i folketingsåret 2018-19

Christian Larsen
Dansk uddannelseshistorisk årsbibliografi 2018

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

6. ANNUAL MEETING OF THE FINNISH SOCIETY FOR HISTORY AND PHILOSOPHY OF EDUCATION (FSHPE), 11.-12.6.2020, University of Jyväskylä
We are happy to invite all who are interested in the history and philosophy of education to our annual meeting. You are welcome to participate, share your thoughts, and meet interesting people.

Please send proposals (no longer than 1 page) to e-mail address historyeducation@jyu.fi. The deadline for abstract submissions is 15.3.2020. Presentations are welcome in Finnish, English, and Swedish. Note: the conference has no participation fee.

Conference www-page: https://www.jyu.fi/hytk/fi/laitokset/hela/tutkimus/keskittymat/childhood-and-education/kasvatuksen-historian-ja-filosofian-kesapaivat

7. PUBLIKATIONER
Normark, Daniel (2019). Mobilising skill and making skill mobile: Crafoord’s surgical tours in South America, 1950-1965. Lychnos 2019. https://journals.lub.lu.se/lychnos/

Paksuniemi, Merja, Ribarič, Mateja & Westberg, Johannes, ”Unmarried, well behaved and well dressed: The socialization process of female teachers in early twentieth-century Finland and Slovenia” [Neporočene, vzorne in urejene: Proces socializacije učiteljic vzačetku dvajsetega stoletja na Finskem in v Sloveniji], Šolska kronika / School Chronicle, vol. 28, no. 3 (2019), 295-310.

Ydesen, Christian (red.) (2019), The OECD’s Historical Rise in Education
The Formation of a Global Governing Complex. Palgrave Macmillan.
https://www.springer.com/gp/book/9783030337988

1. DEADLINE CfP ISCHE 42 I ÖREBRO: 15 JANUARI
2.SPECIAL ISSUE: THE SEVENTH NORDIC CONFERENCE ON THE HISTORY OF EDUCATION
3. CfP: UDDANNELSESHISTORIE 2020: LÆRERKULTURER OG LÆRERUDDANNELSE
4. SKOLDIREKTÖR SVEN ÅKE JOHANSSONS ARKIV, SE/RA/721529
5. DOKTORANDTJÄNST – UNIVERSITETET I SØRØST-NORGE
6. FÖRENINGEN FÖR SVENSK UNDERVISNINGSHISTORIA FIRAR 100 ÅR
7. PUBLIKATIONER

1. DEADLINE CfP ISCHE 42 I ÖREBRO: 15 JANUARI
Den 19-22 augusti 2020 kommer ISCHE 42 att gå av stapeln i Örebro – en mycket ovanlig möjlighet att lära känna det internationella utbildningshistoriska forskningsfältet på hemmaplan. Paper- och sessionsförslag kan lämnas in via konferensens hemsida senast den 15 januari: https://www.oru.se/english/schools/humanities-education-and-social-sciences/conferences/ische-2020/

Frågor riktas med fördel till: ische2020@ische.org

2. SPECIAL ISSUE: THE SEVENTH NORDIC CONFERENCE ON THE HISTORY OF EDUCATION
Nordic Journal of Educational History, Number 2, 2019, Volume 6
Edited by Nina Volckmar & Einar Sundsdal

TOC
Notes from the Editors, Nina Volckmar & Einar Sundsdal

The Rhetorical Education of Isocrates and the Exemplary in Teaching: Overcoming the “Learnification of Education”
Lars Petter Storm Torjussen

Skola inför rätta: Tolkning och användning av skolhistoria i samtidens debatt om framtidens samhälle och skola
Johan Samuelsson

Kolonisatör eller turist? Frågor och arbetsuppgifter i svenska historie- läromedel under en tid av kunskapsideologisk förhandling
Anders Persson

”Från pappas lydige Henric”: Pedagogiska perspektiv på det tidiga 1800-talets bildningsresande
Juvas Marianne Liljas

Reflexiv internationalisering: Utvecklingsfrågor som ett bildnings- område för en folkhögskola i takt med tiden
Sofia Österborg Wiklund

The Faroese Path to a Comprehensive Education System
Nina Volckmar

Hela numret finns här: https://journals.ub.umu.se/index.php/njedh/issue/view/15/13

3. CfP: UDDANNELSESHISTORIE 2020: LÆRERKULTURER OG LÆRERUDDANNELSE
Der indbydes fortsat til artikler til Uddannelseshistorie 2020, udgivet af Selskabet for skole- og uddannelseshistorie.
Bemærk at deadline for indlevering af artikler er udsat til 15. januar 2020.

Lærerne står i dagens samfund under et krydspres. På den ene side er der eksterne krav og også ofte interne ønsker om professionalisering gennem mere specialiserede uddannelser og en forhøjet status som vidensbaseret profession. På den anden side er der siden arbejdskonflikten i 2013 tale om en ”normalisering” af arbejdsvilkårene, hvor den enkelte lærer oplever en højere grad af detailstyring fra den umiddelbare ledelse og pålagt anvendelse af denne eller hin læringsteori fra skolebestyrelsernes side. Tilsvarende tendenser gør sig også gældende i de andre nordiske lande.

Lærernes samfundsmæssige position har igennem de sidste over 200 år været genstand for stadige fluktuationer. Fra den underordnede degn til den nøjsomme seminarist, senere til den mere selvhævdende folkelærer, enhedslæreren som lønarbejder og endelig den professionaliserede lærer. Vi efterspørger artikler om lærernes socialhistorie, rekrutteringen til seminarieuddannelserne, kønsfordelingen i uddannelserne og i skellet imellem land og by.

Også læreruddannelserne og deres vidensbasering er et omdiskuteret emne for tiden. Hvad har været argumenterne for ”videnskabeligheden” over for de ”praktiske evner” hos den enkelte lærer? Der kan spørges til de historiske grunde til, at Danmark nu er det eneste land i Europa (?), som ikke har lagt sine læreruddannelsesinstitutioner sammen med deres forskningsinstitutioner og/eller universiteter? Hvilke samfundsmæssige virkninger og konsekvenser af dominerende lærerkulturer kan iagttages over tid, og ikke mindst set i lyset af udviklinger i vores nabolande?

Redaktionen af Uddannelseshistorie 2020 inviterer til bredere analyser af sammenhængene imellem alle disse temaer, såvel som mere fokuserede undersøgelser af enkelte aspekter.

Artiklerne skal være forfattet på dansk eller et andet skandinavisk sprog og have en længde på 15-18 sider à 2400 anslag.

Forslag til artikler med kort abstract bedes sendt til redaktionen på mreh@kp.dk senest 15. januar 2020. Der kan forventes tilbagesvar senest 1. februar 2020. Deadline for indlevering af artikel er 1. juli 2020. Uddannelseshistorie 2020 udkommer i december 2020. Ansvarlige for dette nummer er Maria Rejkjær Holmen og Jesper Eckhardt Larsen.
Alle artikler bedømmes i dobbelt peer review. Uddannelseshistorie er anerkendt i BFI med ét point.
Find også cfp her.

4. SKOLDIREKTÖR SVEN ÅKE JOHANSSONS ARKIV, SE/RA/721529
Ett nytt spännande personarkiv har tillgängliggjorts vid Riksarkivet. Sven Åke Johansson (1932-2010) började sin bana inom skolans värld som adjunkt vid Kalmar högre allmänna läroverk 1960. Mellan åren 1970 och 1975 var han huvudsekreterare i utredningen om Skolans inre arbete (SIA) och knöts därefter till utbildningsdepartementet som sakkunnig och departementsråd. Han hade stor del i tillkomsten av 1980 års läroplan för grundskolan (Lgr 80). År 1982 utnämndes Sven Åke Johansson till överdirektör vid Skolöverstyrelsen och var sedan under perioden 1985-1997 skoldirektör i Stockholm.

Sven Åke Johansson har efterlämnat ett arkiv från sin gärning på skolans område, med främst handlingar från arbetet med utredningen om SIA och utarbetandet av Lgr 80. En inblick i hans insikter i denna process, ges av hans kapitel i Utbildningshistoria 1998, se http://www.tam-arkiv.se/node/1883

Sökmedel: Reversal, Finns bland förteckningarna ordnarrum plan 10.

5. DOKTORANDTJÄNST – UNIVERSITETET I SØRØST-NORGE
Dagens læremiddellandskap gir læreren muligheter til sette sammen ulike former for læringsressurser fra mange ulike kilder og plattformer. Læreren står derfor overfor valg som krever faglig og didaktisk kunnskap, og det kan hevdes at dagens mediesituasjon krever at læreren overtar oppgaver som tradisjonelt har ligget hos forlagsredaktører i læremiddelforlagene. Det er derfor behov for kunnskap som sikrer at læreren foretar læremiddeldidaktiske og faglige valg i en profesjonssammenheng.

Dette prosjektet skal bidra til å utvikle kunnskap om lærerens rolle som læremiddelredaktør innen fagområdet historie/samfunnsfag. Prosjektet kan ha ulike former for kvalitative metoder som utgangspunkt. Vi ønsker at den som søker, skisserer sin egen problemstilling, knyttet til hvordan læreren operasjonaliserer sin faglige kunnskap gjennom fagdidaktiske avgjørelser knyttet til læremiddeldidaktiske anliggender. Et eksempel på noe som kan undersøkes, kan være hvilke begrunnelser og prioriteringer som ligger til grunn for lærerens valg og tilpasning av læremidler, og hvordan disse begrunnelsene og prioriteringene reflekterer lærerens faglige bakgrunn. Vi er imidlertid også åpne for andre problemstillinger som kan belyse læreres ulike valgmuligheter hva gjelder læremidler.

Den som ansettes vil bli tilknyttet USNs satsingsområde, Læremiddelanalyse og læremiddeldidaktikk samt forskergruppen for læremiddelforskning.
Vi er særlig interessert i kandidater som kan gjøre komparative undersøkelser av læremiddelredaktørrollen i de nordiske land. Det teller også som positivt at søkeren har egen erfaring som lærer.

Tilsetting skjer for en periode på tre år. Det vil ikke bli lagt undervisningsplikt til stillingen

För mer information, se https://www.jobbnorge.no/ledige-stillinger/stilling/179958/stipendiat-i-historie-samfunnskunnskap

6. FÖRENINGEN FÖR SVENSK UNDERVISNINGSHISTORIA FIRAR 100 ÅR
Föreningen för Svensk Undervisningshistoria firar hundra år och kommer att högtidlighålla detta den 25:e april i Uppsala. På programmet står föreläsningar och lanseringen av en jubileumsårsbok med temat ”Skolans högtider”. Föreningen bjuder på förfriskningar.

Tid: lördag 25/4 kl. 14.00
Plats: Blåsenhus, von Kraemers Allé 1, Uppsala

Anmälan sker senast 15/4 till Sara Backman Prytz: sara.backman.prytz@buv.su.se

Mer information och utförligt program kommer att publiceras på föreningens hemsida.
https://undervisningshistoria.se/

7. PUBLIKATIONER
Larsen, Christian, ”Uddannelse til salg – købstadens uddannelsesmarkeder og skoleaktører 1850-1950”, in En byhistorisk mosaik, eds. S.B. Mikkelsen, M. Dupont, A.D. Suderbo & M. Thelle (København: Samfundet for dansk genealogi og personalhistorie, 2019).

Larsen, Christian, ”Frederiksbergs første seminarium: Den Danske Realskoles Seminarium 1907-19”, Frederiksberg Gennem Tiderne 2019, 63-85.

Larsen, Christian, ”Peder Rasmussen Skoubys rejseberetning 1924”, Dansk Pædagogisk Tidsskrift 2019:3, 28-35.

1. NIO DOKTORANDPLATSER I FORSKARSKOLAN I TILLÄMPAD UTBILDNINGSHISTORIA (2020-2025)
2. SYMPOSIUM: 1820 ÅRS SKOLORDNING 200 ÅR
3. REMINDER CfP: 11th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL
4. CfP: UNIVERSITY ANNIVERSARIES BETWEEN HISTORY, PRESENT, AND FUTURE
5. PUBLIKATIONER

1. NIO DOKTORANDPLATSER I FORSKARSKOLAN I TILLÄMPAD UTBILDNINGSHISTORIA
Sprid gärna informationen till potentiella sökanden!

Under hösten 2020 startar den nationella forskarskolan ”Perspektiv på dagens skola: Forskarskola i tillämpad utbildningshistoria (PEDASK)”. Forskarskolan, som finansieras av Vetenskapsrådet, är en unik satsning på utbildningshistorisk forskning som syftar till att ge ett grundläggande bidrag till det internationella utbildningshistoriska forskningsfältet genom att utveckla forskningsinriktningen ”tillämpad utbildningshistoria.” Inriktningen avser forskning om utbildningens och undervisningens historia som på olika sätt bidrar till en ökad förståelse för brännande utbildningspolitiska frågor i vår samtid. Det är alltså en forskarskola för den som vill förstå varför vårt skolväsende ser ut som det gör idag, vill nyansera bilden av ”skolan förr” som saluförs i media, eller visa på de konflikter och orättvisor som kännetecknat utbildningens historia. För mer information, se För mer information, se https://appliedhistoryofeducation.school.blog/

Forskarskolan fokuserar på tre teman som är grundläggande i en tid präglad av globalisering, intensifierat reformtryck och debatt kring skolans ideologiska innehåll: Skola i debatt och historieskrivning, Skolväsendets och skolreformernas historia, och Skola i internationellt och transnationellt perspektiv. Inom ramen för denna allmänna inriktning ryms alltså en lång rad aktuella ämnen för den som är intresserad, inklusive exempelvis studier av lärares förändrade status och arbetsmiljö, inkludering, digitalisering, privata skolor, skolbolag och friskoleväsendets utveckling, internationella organisationers roll och den utbildningsvetenskapliga forskningens formering, pedagogiska idéers genomslag under efterkrigstiden, förändringar i ämnesundervisningen, minoriteters skolgång, skolväsendets regionala utveckling, skoldisciplinens och skolkrisernas historia. Av stort intresse för denna forskarskola är också studier ur elevperspektiv, frågor om skolans vardagsliv och materialitet. Såväl den lilla historien – mikrohistorien om en elev, en lärare eller politiker – som makrohistorien är av intresse för denna forskarskola.

Forskarskolan PEDASK är en mångdisciplinär och sammanhållen forskarskola på internationell grund, där doktorander med bakgrund i många olika discipliner kommer att kunna känna sig hemma. Med nio doktorander placerad vid fyra av Sveriges främsta utbildningshistoriska forskningsmiljöer (Umeå, Uppsala, Stockholm och Örebro) kommer forskarskolans doktorander att få de bästa förutsättningarna för att bidra till den internationella forskningsfronten, där internationella internat, doktorandkurser, ventileringsseminarier och skrivbordsbyten kommer att spela en viktig roll.

Forskarskolans föreståndare är huvudsökande Johannes Westberg, och dess styrgrupp består av Joakim Landahl, Anna Larsson, Esbjörn Larsson och Daniel Lindmark. Forskarskolans doktorander kommer att antas under våren 2020, och dess verksamhet kommer att lanseras under ISCHE 19-22 augusti 2020 i Örebro. Frågor om kommande utlysningar riktas med fördel till forskarskolans föreståndare eller till medlemmarna av styrgruppen. Forskarskolans utlysningar beräknas öppna 1 februari 2020.

2. SYMPOSIUM: 1820 ÅRS SKOLORDNING 200 ÅR
Vi vill härmed inbjuda till utbildningshistoriskt symposium å Blåsenhus i Uppsala fredag 13 mars 2020 för att uppmärksamma att det är tvåhundra år sedan 1820 års skolordning utfärdades.

1820 års skolordning utgör tröskeln mellan det tidigmoderna och det moderna. Syftet med symposiet är att belysa denna och tidigare skolordningar från 1561/71 och framåt ur en rad perspektiv, där 1820 kan utgöra både utgångspunkt och slutmål.

Det övergripande temat är hur vi skall förstå de svenska skolordningarna. Föredragen kan därför med fördel behandla någon av följande aspekter:

•Tillkomstkritik
•Innehåll
•Skolordningarnas implementering
•Ett skolämne i en särskild skolordning
•Skolämnenas utveckling
•Specifika teman

Omfattningen på föredragen skall vara trettio minuter (20 minuter föredrag samt 10 minuter till frågor och diskussion).

Symposiet arrangeras av utbildningshistoriska forskargruppen vid Institutionen för pedagogik, didaktik och utbildningsstudier å Uppsala universitet.

O S A för dem som är intresserade att delta senast fredag 17 januari 2020 till axel.horstedt@edu.uu.se eller germund.larssson@edu.uu.se
De som vill delta med ett föredrag är välkomna att skicka in titel och kort abstract.

3. REMINDER CfP: 11th HISTORY OF EDUCATION DOCTORAL SUMMER SCHOOL
University of Lyon, France (École normale supérieure de Lyon), 11–14 June 2020

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 eleventh 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 and Liverpool 2019. This session of the summer school is organised at the University of Lyon, France. 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)
•University of Lyon (École normale supérieure de Lyon)

The number of participants is limited to 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 Lyon. ISCHE travel bursaries are available to students from low-GDP countries. For more information, please check the application form.

Tutors & Organisers
Tutors: Antonio Canales Serrano (Universidad Complutense de Madrid, Spain), Björn Norlin (Umeå University), Ian Grosvenor and Siân Roberts (University of Birmingham, UK), Angelo Van Gorp (University of Koblenz-Landau, Campus Landau, Germany), Susannah Wright (Oxford Brookes University, UK and History of Education Society, UK) and Clémence Cardon-Quint (Université de Bordeaux).

Local organisers: Emmanuelle Picard (ENS de Lyon), Solenn Huitric (ENS de Lyon), Rebecca Rogers (Université Paris Descartes), Marianne Thivend (Université Lyon 2).
Application

Download the application form and send to summerschool-lyon(at)eera-ecer.de.
Closing date for applications is 31 December 2019.
Successful applicants will be notified in February 2020.
More information

Contact: summerschool-lyon(at)eera-ecer.de for queries regarding application, eligibility and selection criteria; Solenn Huitric (solenn.huitric(at)ens-lyon.org) for queries on practical issues, e.g. regarding travel, accommodation and venue.

4. CfP: UNIVERSITY ANNIVERSARIES BETWEEN HISTORY, PRESENT, AND FUTURE
Research into the history of universities and colleges is often associated with founding anniversaries. Since the history of universities and other colleges is written mostly from within the respective institution, it reflects an expression of the institutional self-image at the time of the anniversary, and is suitable for examining both deliberate and unaware self-attributions. At the same time, the study of past university anniversaries makes it possible not only to put in perspective the universities’ past, but also their past future expectations, and the role that history should play in them.

Anniversaries prove to be a site of conflict concerning both their past and their future. Conflicts might arise within a university when different founding narratives and references to traditions compete with each other, and they may emerge between different universities disputing each other’s anniversary celebrations, and eventually jubilees fail. In addition, anniversaries reveal further processes of negotiation. The (non-)selection of anniversary protagonists, i.e. actors in a position to discuss historical matters, is also an issue of power, as is evident from students’ countermemorial publications, not only in the context of ”1968”. Moreover, the allocation of funds associated with anniversaries can trigger power struggles, and knowledge interests of the historians in charge might clash with the goals of university management or press departments.

Indeed, anniversaries play a central role for university communication. This opens up another field of investigation. Anniversaries allow universities to distinguish themselves by claiming societal relevance and thus entangling tradition and innovation, past and future. The modes of ascribing future importance are shaped by the institutional self-image of a university, for example, as regards the applicability of knowledge. Contradictions arise not only between different types of institutions (e.g., between universities and institutes of technology), but also between departments and disciplines shaped by different academic cultures. Despite their disparate contents, such attributions of relevance are formulated against the background of conscious and unconscious assumptions about the future.

Finally, anniversaries are used to create institutional gravitas, regularly in the form of commemorative volumes that are often compiled in an all-institutional effort by dozens of authors. Such contributions, however, are not the only ”type of history” produced by anniversaries; the range of doing anniversary history comprises exhibitions, plays, orwebsites, the solemn reception of public authorities, commemorative ceremonies, or parties of student associations and groups. The various historiographic methods address individual and collective identities and (re-)produce affiliations to (imagined) communities. Thus, performative social practices of various protagonists emerge from the anniversary, forming new ensembles through adaptation and alteration.

Contributions to the workshop, which will take place from June 19 to 20, 2020 at the Karlsruhe Institute of Technology, are expected to discuss the above questions or similar ones in the context of universities, polytechnic institutes and technical colleges, teacher seminars and pedagogical colleges, military academies, universities of applied sciences, special schools and academies, and privately sponsored colleges. The period of investigation is between 1750 and the present. Particularly welcome are approaches that discuss ”past futures”, connect different types of institutions, pursue a diachronic approach, or examine the roles of those university members involved in anniversaries who were paid less scholarly attention so far (e.g., technical and administrative staff). Critical reflections on current or planned university anniversaries are also welcome.

Against the background of a mostly segregated research landscape, which often separates the history of universities from the one of other institutions of higher education, the workshop aims at encouraging an integrated historiography of academia. The workshop thus ties in with the Karlsruhe lecture series ”Technische Hochschulen. Perspektiven der Universitätsgeschichte” (Technical Universities. Perspectives of University History) of the summer of 2018.

Proposals (max. 2,500 characters, including spaces) along with a short biographical note should be handed in via e-mail to anton.guhl@kit.edu and gisela.huerlimann@kit.edu until January 31, 2020. The length of presentations will be 20 minutes. The decision on the papers selected will be communicated by February 29, 2020. Conference languages will be German and English. We will try to cover travel and accommodation expenses for all speakers, but researchers without institutional ties or travel funds will be given preference. The aim is to publish selected contributions e.g., as the special issue of a (peer-reviewed) journal. Participation in the workshop is also possible without a publishing commitment; conversely, paper acceptance does not guarantee publication.

5. PUBLIKATIONER
Larsson, Esbjörn, ”1800-talets utbildningsrevolution”, Historisk tidskrift 139:4 (2019), 741-750.

Norén, Fredrik & Stjernholm, Emil (red.), Efterkrigstidens samhällskontakter, Mediehistoria, Lunds universitet, Lund, 2019. http://portal.research.lu.se/ws/files/68792081/Efterkrigstidens_samha_llskontakter_komplett_pdf_LOW.pdf

Johan Prytz and Johanna Ringarp, ”Local versus national history of education,” in Transnational Perspectives on Curriculum History, eds. Ivor Goodson, Gary McCulloch and Mariano González-Delgado (London: Routledge, 2020)