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

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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
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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