Utskick 161109

1. SAVE THE DATE AND CfP: “DISCIPLINARY STRUGGLES IN THE HISTORY OF EDUCATION” (TAMPERE)
2. CfP: LOCAL AND REGIONAL SCHOOL HISTORY (NordSTEP)
3. SÁMI SCHOOL HISTORY CONFERENCE
4. CfP: ISCHE 2017-BUENOS AIRES
5. VÄGVAL NR 3 / 2016 ”Minoriteter i skolan” + Birgitta Dahl berättar
6. GUNNAR RICHARDSON (1924-2016)
7. PUBLIKATIONER

1. WORKERS’ EDUCATION AND THE GLOBAL LABOR MOVEMENT
I samarbete med Samtidshistoriska institutionen på Södertörn, presenterar vi ett öppet seminarie med två föredrag av Michael Merrill och Dorothy Sue Cobble. Föredragen kommer att vara på engelska.

International Women’s Trade Unionism and Education
Dorothy Sue Cobble

Toward a General Theory and a Global History of Workers’ Education
Michael Merrill

Tid: 15 november 2016 14:00 till 16:30.
Plats: Arbetarrörelsens arkiv och bibliotek
Mer information, se http://www.arbark.se/2016/10/workers-education-and-the-global-labor-movement/

 

2. CfP: LOCAL AND REGIONAL SCHOOL HISTORY (NordSTEP)
his special issue aims to emphasize the importance of historical studies of local activities in schools and in local or regional school policy, in order to understand and explain national and international trends and reforms in education. There is a substantial variation in how different local actors, communities and regions have handled national school policy, and furthermore there is a variation in how different countries have taken local variation into account, when executing a national school policy. We invite contributions which empirically and/or theoretically illustrate and investigate local and regional school history in relation to national reform aspirations and effects during the 19th or 20th century.
We are interested in a wide range of local school history research covering different
– school forms (including both child, youth and adult education);
– focal points (e.g. pedagogical, professional and political);
– horizontal and/or vertical dimensions (e.g. local, regional, national and international).

Deadline for manuscript submission: 20 January 2017

For more information, see http://www.nordstep.net/public/journals/45/calls/NSTEP_call_for_papers_history.pdf

 

3. SÁMI SCHOOL HISTORY CONFERENCE
November 15th-16th 2016 Guovdageaidnu, Diehtosiida, Norway

The purpose of the conference is to highlight the research and writing of Sámi school history in four countries by looking at the situation of Sami school history research. The presentations give a picture about what has already been done at the Sami school history field. Conference participants will analyze further research needs.

It is needed to analyze from all-Sami perspective the school historical prosesses and peoples’ experiences. Sámi school research requires a change of perspective on three sides: First, research has been largely national state oriented, i.e. the state boundaries is perceived as paradigm for granted. Second, the Sámi people’s own perspective is just the recently been stepped up in the research. Third, the regional differences and the different characteristics of the Sámi population should be highlighted, in order to avoid anachronist image about Sámi people.

For more information, see http://samischoolhistoryconference2016.weebly.com/

 

4. CfP: ISCHE 2017-BUENOS AIRES
ISCHE 39 in Buenos Aires will take place in the middle of the bicentennial of Latin American emancipatory processes. Nevertheless, the struggles toward emancipation is a worldwide topic. From Ancient history to nowadays, movements throughout the globe, of individuals, groups or societies have fought against domination. In the context of these struggles, there were important debates about how to modernize society to form part of the “civilised world”; thus, different ways of building modern nations as well as different ways of relating to the colonial past emerged around the world.

Education has played a major role within these processes: through instruction in the arts of war, through mass schooling or through the social transmission of values and behaviours. It often was perceived as a key instrument in the formation of new and emancipated citizens. Educational processes changed the relationship between centre and periphery and produced a vivid flow of social, political and pedagogical ideas that were inspired by universal trends and values as well international reform movements, while often adopting local perspectives.

This interplay of circulating ideas characterizes post-colonial pasts and their different histories of education. Dynamic developments of transculturation, hybridization and acculturation meanwhile have resulted in global and multifaceted debates. ISCHE 39 will be a powerful platform for historicizing the present and for exploring the theoretical and empirical richness of history of education as a field.

Sessions will be organized around the following eight themes:

1. Emancipation and colonization: educational ideas, concepts and practices
2. Approaches to processes of emancipation and/or colonization through school cultures and curriculum
3.Displaced identities, migrations and exiles in the history of education
4. Gender, sex and bodies in the processes of emancipation and/or colonization
5. Subjectivities, emotions and sensibilities in the processes of emancipation and/or colonization
6. Educational policies and actors in processes of emancipation and/or colonization
7. Teachers, scholars, and knowledge institutions in processes of emancipation and/or colonization
8. Images, gestures and sounds of emancipation and/or colonization: towards a multisensorial history of education

January 31, 2017: Proposals Submission Deadline

For more information, see http://conferences.ische.org/ocs-2.3.6/index.php/ISCHE2017/2017/schedConf/cfp

 

5. VÄGVAL NR 3 / 2016 ”Minoriteter i skolan” + Birgitta Dahl berättar

Innehållsförteckning

Andreas Nordin
Inledning

Birgitta Dahl
Kvinnligt – manligt – mänskligt

Lars Elenius
Tornedalens skola i den etniskt neutrala nationalstaten

David Sjögren
Nomadskolans införande, genomförande och innehåll

Andreas Nordin
Romer i kommunal skolpolitik 1950-1970: exempel från två kommuner

Artiklarna finns tillgängliga på: http://undervisningshistoria.se/vagval-nr-3-2016-minoriteter-i-skolan-birgitta-dahl-berattar/

 

6. GUNNAR RICHARDSON (1924-2016)
Professor em. Gunnar Richardson (f. 1924), har avlidit 92 år gammal. Richardson, som bland annat varit verksam som politiker, disputerade 1963 på avhandlingen ”Kulturkamp och klasskamp: Ideologiska och sociala motsättningar i svensk skol- och kulturpolitik under 1880-talet”. Han publicerade därefter en stor mängd arbeten av utbildningshistorisk karaktär, däribland den populära läroboken ” Svensk utbildningshistoria: Skola och samhälle förr och nu” som 2010 kom ut i sin åttonde upplaga.

För mer information om Richardsons liv och gärning, se http://www.dn.se/arkiv/familj/gunnar-richardson/

För en förteckning över Richardsons publikationer, se:
http://libris.kb.se/hitlist?q=f%c3%b6rf%3a(Gunnar+Richardson)&d=libris&m=10&p=1&s=c

 

7. PUBLIKATIONER
Hammarström-Lewenhagen, Birgitta (2016). Förskolans århundrade: pedagogiska nyckeltexter om förskolans framväxt och idéarv. Malmö: Gleerups. https://www.gleerups.se/40688460-product

Prytz, J. (2016). The construction of a database regarding Swedish historical textbooks in mathematics (grades 1–9), 1900–2015: A technical description. [Report] Uppsala: Uppsala universitet. 22 pp. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-305433

Westberg, Johannes (2016). “In the name of Froebel: Fundraising for kindergartens in Sweden 18901945”, in Helen May, Kristen D. Nawrotzki & Larry Prochner (ed.), Kindergarten Narratives on Froebelian Education: Transnational Investigations (Bloomsbury: London). http://www.bloomsbury.com/uk/kindergarten-narratives-on-froebelian-education-9781474254458/

Utskick 151021

1. PUBLICERA I ÅRSBÖCKERNA I SVENSK UNDERVISNINGSHISTORIA
2. BLOG: REFUGEESECER2015
3. TEACHING AND LEARNING SKILLS FROM ANTIQUITY TO THE ENLIGHTENMENT
4. UTBILDNINGSHISTORISKA SEMINARIET I UPPSALA
5. CFP: ISCHE 2016, CHICAGO
6. CFP: INTERNATIONAL FROEBEL SOCIETY 7TH BIENNIAL CONFERENCE
7. PUBLIKATIONER

1. PUBLICERA I ÅRSBÖCKERNA I SVENSK UNDERVISNINGSHISTORIA
Årsböckerna som Föreningen Svensk undervisningshistoria har gett ut sedan 1921, kan antingen vara nya sammanställningar eller avhandlingar av utbildningshistoriskt intresse eller nyutgivningar av gamla skrifter. Till dags dato har mer än 219 böcker publicerats. Årsböckerna, under redaktion av docent Stig G Nordström, utgör därmed en både väletablerad och välbekant kanal för forskare i utbildningshistoria och en utbildningshistoriskt intresserad allmänhet. Därmed utgör årsböckerna också en god möjlighet för er som vill publicera såväl monografier som antologier och källutgåvor.

Mer info om årsböckerna, se http://undervisningshistoria.se/arsbocker-i-svensk-undervisningshistoria/
Frågor om utgivning? Kontakta Solweig Eklund, info@undervisningshistoria.se

2. BLOG: REFUGEESECER2015
Please take a look at and feel invited to contribute to the blog ”refugeesecer2015” which was initiated by a group of ECER participants and supported by the European Educational Research Journal – EERJ.
https://refugeesecer2015.wordpress.com/

3. TEACHING AND LEARNING SKILLS FROM ANTIQUITY TO THE ENLIGHTENMENT
The course Teaching and Learning Skills from Antiquity to the Enlightenment, 7.5hp, is a collaboration between several Departments at Stockholm University. This course aims to give an introduction to how the emergence, use and availability of the written word transformed teaching techniques and thus significantly impacted on the transmission of culture covering the Classical, Medieval and Early Modern periods. Experts in each field will apply modern pedagogical theories to historical materials, contributing to the understanding of the learning processes at different historical times and contexts.

This is a free standing course taught in English at Master’s level (second level) and will be given on Saturdays during the two last periods of the spring semester 2016 (21/3-5/6 2016).

Apply through Stockholm University’s Swedish website (www.su.se, utbildningskatalogen, ”Undervisning och lärande från antiken till upplysningen”). For more information: http://www.archaeology.su.se, and https://sisu.it.su.se/info/index/AN4224/en
Email: maria.lowe.fri@antiken.su.se

4. UTBILDNINGSHISTORISKA SEMINARIET I UPPSALA
Följande seminarier hålls inom ramen för det Utbildningshistoriska seminariet i Uppsala under ht 2016 och vt 2016. Seminariet är öppet för deltagare både från Uppsala och andra universitet, och följs av postseminarium. Frågor om seminariet riktas med fördel till Esbjörn Larsson <esbjorn.larsson@edu.uu.se>

HT15
1/10 kl 13-15 Johannes Westberg ventilerar bokkapitel ”The Moral Economy of School Districts”
22/10 kl 13-15 Anne Berg ventilerar inledningskapitel till kommande bok
5/11 kl 13-15 Johanna Ringarp (Uppsala/ Södertörn) ventilerar utkast
19/11 kl 13-15 Samuel Edquist ventilerar artikelmanus
10/12 kl 13-15 Andreas Åkerlund ventilerar bokmanus. Henrik Åström Elmersjö (Umeå) är kommentator.
17/12 kl 13-15 Björn Furuhagen & Janne Holmén ventilerar utkast (terminsavslutning)

VT16
28/1 kl 13-15 Christin Mays ventilerar utkast till avhandlingskapitel
18/2 kl 13-15 Johan eller Sara Backman Prytz ventilerar utkast
10/3 kl 13-15 Otso Kortekangas (Stockholm) ventilerar avhandlingskapitel
7/4 kl 13-15 Madeleine Michaëlsson ventilerar utkast
28/4 kl 13-15 Esbjörn Larsson ventilerar utkast
19/5 kl 13-15 Vakant
9/6 kl 13-15 Anne Berg & Samuel Edquist ventilerar utkast

5. CFP: ISCHE 2016, CHICAGO
International standing conference on the history of education 38, Chicago il 17-20 August 2016

With the conference theme “Education and the Body” ISCHE 38 invites historical scholarship that examines the material and discursive positioning of human bodies in education; educational practices of embodiment; as well as metaphorical uses of the concepts of “body” and “bodies” in relation to education. The somatic, disciplinary and embodied dimensions of educational practices have long received attention across many educational fields of study. In recent years cognitive neuroscientists and scholars of the emotions and affect have brought the body into the center of contemporary educational discussions. While all of these topics represent areas of scholarship that have long been of great interest to historians of education, they also present new opportunities and challenges for the field, especially when international and transcultural perspectives and experiences are introduced.

Drawing on recent scholarship and theoretical developments including in fields of study such as disability history, the history of physical education and movement education, the history of material culture in schooling, the history of childhood, the history of architecture and design, and the history of emotions—ISCHE 38 aims to generate a set of sustained conversations amongst historians of education from across the globe on education in relation to the body.
Conference participants are asked to consider how a focus on the body offers us new perspectives into the development of educational patterns and institutions. The 2016 ISCHE conference theme challenges us to examine how difference has historically been created between different bodies, as well as how different bodies have moved and have been shaped to move in the history of education. The consideration of bodies—on multiple axes and levels—also prompts us to rethink our understanding of the individual and social experiences of education and schooling.

Individual paper proposals should be a maximum of 500 words excluding bibliography and may be presented in any of the four official languages of ISCHE — English, French, German and Spanish.
ISCHE 38 also accepts proposals for preformed panel/symposia. These proposals should include a 500 word abstract of the proposed panel/symposium, followed by titles and 200-300 word abstracts of each of the panel’s papers.

Submission deadline 31 December 2015.
For additional information please contact ische2016@ische.org
Conference website: ische.org/2016
Twitter: @ISCHE2016

6. CFP: INTERNATIONAL FROEBEL SOCIETY 7TH BIENNIAL CONFERENCE
What does it mean to understand Froebel? – Working on, with and according to Froebel today
Lutheran Froebel Training Institute, Kassel, Germany, 23-25 June 2016

Nationally and internationally, we see today a broad variety of opportunities to value Froebel pedagogy in terms of both theoretical and/or practical interests. The range of readings and applications covers philologically exact reconstructions of the “authentic” Froebel as well as modernized interpretations and even some divergent forms of practical transfer into concrete kindergarten work. An important aim of the conference is to provide a forum for the different forms of work and research on, with and according to Froebel worldwide, and to offer opportunities for dialogue and mutual exchange about individuals’ access to and the handling of Froebelian pedagogy.

The conference seeks not only to explore some of the potentially endless possibilities of understanding and putting Froebel into practice; it also seeks to analyze critically the many means of applying Froebel: on the one hand it seems clear that there is not only one “correct” way of interpreting Froebel and of working with him, it is not true that any and every form of Froebel adaptation can hence be considered as “right” and “legitimate” and be respected as such.

Given these perspectives, the 2016 Biennial IFS Conference thus invites presentations that question “authenticity” in innovative ways. How can legitimate and justified forms of theoretical and practical Froebel interpretation be distinguished from illegitimate and problematic forms of Froebel use, including those that might be dictated largely or solely by commercial interests. Moreover, if work on, with and according to Froebel includes working in his “spirit” or from his perspective it has to be asked what that might actually mean today.

With these goals in mind, we invite to the 2016 Biennial IFS Conference in Kassel all who — according to their own understanding — study or practice Froebelian education – whether in historical, theoretical and/or pragmatic-practical terms. Our aim is to foster a vivid exchange and to clarify and discuss the different understandings and existences of Froebel and Froebelian education.

Please send your proposal as e-mail attachment to Andrea Matheis (a.matheis@ev.froebelseminar.de). Questions concerning the conference may also be directed to that address.

The conference languages are English and German. Details about the conference location and registration will soon be made available on the IFS’s Germany website, http://www.froebelsociety.de, and on its English-language site, http://www.ifsfroebel.com.
We plan to publish a selection of the papers in book form after the conference.

7. PUBLIKATIONER
Coninck-Smith, Ning de, Rosén Rasmussen, Lisa & Vyff, Iben (2015). Da skolen blev alles: tiden efter 1970. Aarhus: Aarhus Universitetsforlag

Förander, Jan (red.) (2015). Alfred Dalin: folkbildare och skolbyggare. [Huskvarna]: Dalinföreningen.

Lind Christensen, Ivan & Ydesen, Christian (2015) Routes of Knowledge: Toward a Methodological Framework for Tracing the Historical Impact of International Organizations, European Education, 47:3, 274-288, http://dx.doi.org/10.1080/10564934.2015.1065392

Lindmark, Daniel. “The religious element in educational history: Research traditions and broad perspectives.” IJHE Bildungsgeschichte 5, no. 2, 221–223.

Sandgren, Petter (2015). Internatskolorna: Att fostra en elit. Bokförlaget Atlantis. http://www.atlantisbok.se/7893.Bok-Internatskolorna

Svonni, Charlotta. ”At the Margin of Educational Policy: Sámi/Indigenous Peoples in the Swedish National Curriculum 2011.” Creative Education 6, no. 9 (2015), 898–906. DOI: 10.4236/ce.2015.69091

Åhsberg, Bengt (2015). Studenter i krig och fred: Sverige och det internationella studentsamarbetet i storpolitikens skugga 1919-1970. Malmö: Universus Academic Press

Utskick 150611

1. MIMERS FORSKARKONFERENS DEN 3-4 NOVEMBER 2015
2. RIKSARKIVET I MARIEBERG STÄNGER FÖR OMBYGGNAD DEN 1 SEPTEMBER
3. PROGRAMMET VID ISCHE 2015, ISTANBUL
4. PUBLIKATIONER

1. MIMERS FORSKARKONFERENS DEN 3-4 NOVEMBER 2015
Välkomna till Mimers årliga forskarkonferens den 3-4 november 2015 som i år arrangeras i samarbete med Center for Civil Society Studies vid Handelshögskolan i Stockholm och Runö folkhögskola. Vid årets konferens uppmärksammas särskilt relationen mellan folkbildning, civilsamhälle och sociala rörelser – tre närliggande och delvis överlappande kunskapsområden. Vilka beröringspunkter finns mellan fälten? Hur ser förhållandet ut mellan berörda politikområden och mångfalden av verksamheter och sociala praktiker på dessa områden? Hur ser samhällets kunskapsbehov ut? Dessa frågor kommer att uppmärksammas av såväl forskare som praktiker och myndighetsrepresentanter under konferensen. Vår huvudtalare är Michele Micheletti, innehavare av Lars Hiertas professur i statskunskap vid Stockholms universitet, som både har studerat och skrivit om civilsamhälle och medborgarskap, samt även utvecklar begrepp och teoriapparat kring fenomen som political consumerism och sustainable citizenship.

Konferensen vänder sig både till forskare och till forskningsintresserade praktiker. Forskare inbjuds som vanligt att bidra med paper (5-15 sidor) som berör folkbildning och/eller civilsamhälle i vid bemärkelse. Det är en arbetskonferens och därför välkomnas texter som speglar pågående forskning i olika stadier. Möjligheten att bidra med ett kortare PM (en A4-sida) kring projekt eller idéer om forskning är öppen för både forskare och folkbildare.

Deadline för texter är den 2 oktober och de skickas till henrik.nordvall@liu.se. Vi håller till på Runö Kursgård i Åkersberga utanför Stockholm. Mer information kommer inom kort att finnas tillgänglig på http://www.liu.se/mimer.

2. RIKSARKIVET I MARIEBERG STÄNGER FÖR OMBYGGNAD DEN 1 SEPTEMBER
Riksarkivet i Marieberg i Stockholm rustar för framtiden och skapar ändamålsenliga och moderna lokaler för besökare, medarbetare och arkiv. Vi kommer att hålla stängt från 1 september 2015 och öppnar igen den 1 oktober 2016.

Under perioden som vi har stängt ser vi till att du som användare får tillgång till våra arkiv och samlingar. Just nu arbetar vi med dessa frågor och återkommer med mer detaljerad information. Om du redan nu har frågor kontakta gärna nedanstående personer.

För tillhandahållande av material från arkiven i Marieberg i Stockholm kontakta Marie Lennersand på marie.lennersand@riksarkivet.se eller tel. 010-476 70 00.

Vi har begränsade möjligheter att lämna ut ljud- och videomaterial. För frågor kontakta Magnus Wåhlberg på magnus.wahlberg@riksarkivet.se eller tel. 010-476 70 00.

Mer info finns också på: http://riksarkivet.se/ombyggnad

3. PROGRAMMET VID ISCHE 2015, ISTANBUL
I slutet av juni hålls årets ISCHE-konferens i Istanbul. Temat är ”Culture and Education”, och programmet är följaktligen vittomspännande, och deltagarna från de nordiska länderna får sägas vara ovanligt många. För ett preliminärt program, se http://2015.ische.org/CultureandEducation_DraftProgramme_A.pdf

4. PUBLIKATIONER
Furuhagen, Björn, “The making of a social, representative and intellectual police force – Recruitment and education of police trainees in Sweden during the 20th century”, Nordisk politiforskning/ Nordic Journal of Studies in Policing 2015:1. http://www.idunn.no/nordisk_politiforskning/2015/01

Gustafsson, Tommy (2014). ”Det var en gång: historia för barn i svensk television under det långa 1970-talet”. Malmö: Universus Academic Press.

Hennerdal, Pontus. “Educational Ideas in Geography Education in Sweden during the Nineteenth and Early Twentieth Centuries: The Relationship Between Maps and Texts,” International Research in Geographical and Environmental Education, 24:3, 2015: 258-272.

Indzic Dujso, Aleksandra. ”Nationella minoriteter i historieundervisningen: Bilder av romer i Utbildningsradions program under perioden 1975-2013”, Licentiatavhandlingar från forskarskolan Historiska medier, nr. 11. Umeå/Falun: Umeå universitet/Högskolan Dalarna, 2015. Fulltext: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-103460

Nase, Marco. „Att Sverige skall dominera här“ – Johannes Paul und das Schwedische Institut der Universität Greifswald 1933-1945. (Publikationen des Lehrstuhls für Nordische Geschichte Band 17). Greifswald, 2014.

Åkerlund, Andreas (2015): “Ambassadors of the Swedish nation: national
images in the teaching of the Swedish lecturers in Germany 1918–1945”, Paedagogica Historica: International Journal of the History of Education (ahead of print), Full text: http://dx.doi.org/10.1080/00309230.2015.1051552

utskick 141022

1. KEYNOTES OCH UTSTÄLLARE: SJÄTTE NORDISKA UTBILDNINGSHISTORISKA KONFERENSEN (UPPSALA)
2. CfP: NERA 2015 – MARKETISATION AND DIFFERENTIATION IN EDUCATION
3. CfP: ISCHE 2015, ISTANBUL, TURKIET
4. PUBLIKATIONER

1. KEYNOTES OCH UTSTÄLLARE: SJÄTTE NORDISKA UTBILDNINGSHISTORISKA KONFERENSEN (UPPSALA)

Färdigställandet av konferensens hemsida har mött vissa tekniska problem, men planeringen av nästa års konferens (20-21 augusti 2015) fortsätter. Konferensens två keynotes är nu klara, och vi är glada att kunna presentera två tunga internationella namn: prof. Daniel Tröhler (Luxembourg) och prof. Jane Humpries (Oxford).

Konferensen har också fått sina första utställare, vilka kommer att hålla till i den stora hallen i kv. Blåsenhus:
*Arbetsgruppen för utbildningshistoria
*Nordic Journal of Educational History
*Opuscula historica Upsaliensia
*Studentlitteratur

För er som vill hålla er uppdaterade om hur arbetet med konferensen framskrider, följ oss antingen på facebook (https://www.facebook.com/nuknr6) eller twitter @utbhistkonf

Konferensens CfP finns på: https://utbildningshistoria.se/2014/09/03/cfp-sjatte-nordiska-utbildningshistoriska-konferensen/

Frågor om konferensen ställs till Sara Backman Prytz E-mail: utbildningshistoria@edu.uu.se

2. NERA 2015 – MARKETISATION AND DIFFERENTIATION IN EDUCATION
4-6 March 2015 in Gothenburg

Call for Papers: NERA Historical research network. Network coordinator: Magnus Hultén, Linköping University, magnus.hulten@liu.se

Theme of NERA 2015 is Marketisation and Differentiation in Education: Decentralisation, deregulation and restructuring of various national educational systems, along with the expansion of choice opportunities, began arguably in the 1970s, and effectively spread to the Nordic countries during the early 1990s.

Local Authorities and their schools were given more independence from direct State control and private choice and consumption began to be prioritized, nurtured by the logic of economic growth, marketisation and consumerism. What are the consequences of these developments for children, pupils, teachers, parents, and/or local communities, and in what ways have they influenced the education systems, institutions and professionals in the Nordic countries and affected educational standards and equality there?

NFPF/NERA, the main association for educational researchers in the Nordic countries. It is a basis for cooperation and development of educational research. It is open for everyone that has an interest in educational research in the Nordic context. Historical perspectives on the main theme of the conference are especially welcome

For more info about the conference: http://www.ips.gu.se/ENGLISH/NERA2015

All proposals are welcome! 1 November 2014 Strict deadline for submission of abstract.

3. CfP: ISCHE 2015, ISTANBUL, TURKIET
ISCHE 2015: Culture and Education’ Istanbul University, Turkey
24th – 27th June 2015

Proposals and panel presentations are invited that examine the conference theme: ‘Culture and Education’. The purpose of this conference is to examine the relations between education and culture from the historical perspective. In the conference answers to the following questions will be addressed: What is the relationship between culture and education? What are the roles of educational reforms and educational borrowing in the cultural changes? What are the roles of educational institutions, educators, and educational materials in culture formation and transformation? How have education and elements of culture such as language, religion, symbols, and routines influenced each other throughout history?

Submissions should be related to one or more of the following subthemes:
•Cultural paradigm and education
•Agents of intercultural interaction
•Language and education
•Religion and education
•Symbols, heroes, stories, and myths
•Rituals and routines

Abstracts must be a maximum of 500 words including bibliography and have to be written in English, but presentations can be delivered in one of the official languages of ISCHE –English, French, German or Spanish. All proposals for the main conference must be submitted using the online submission form at http://2015.ische.org/submission/

The deadline for the submission of proposal is 17 November 2014. Applicants will be notified of the acceptance or rejection of proposals at the beginning of February 2015. For those presenting a paper at the conference, the deadline for registration is 30 April 2015. We look forward to seeing you in Istanbul.

For more information, see http://2015.ische.org/

4. PUBLIKATIONER
Broberg, Åsa (2014). Utbildning på gränsen mellan skola och arbete [Elektronisk resurs] : Pedagogisk förändring i svensk yrkesutbildning 1918-1971. Diss. Stockholm : Stockholms universitet, 2014. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104330

Buchardt, Mette, Markkola, Pirjo & Valtonen, Heli (red.) (2013). Education, state and citizenship. Helsinki: Nordic Centre of Excellence NordWel

Burke, C, Grosvenor, I et. al EDUCATION ACROSS EUROPÉ: A Visual Conversation. Network 17 – Histories of Education, EERA. ISBN: 978-989-20-5027-0. Tillgänglig på internet: http://www.eera-ecer.de/networks/network17/network-activities/education-across-europe-a-photographic-conversation

Christian Lundahl & Martin Lawn (2014): The Swedish schoolhouse: a case study in transnational influences in education at the 1870s world fairs, Paedagogica Historica: International Journal of the History of Education, DOI: 10.1080/00309230.2014.941373
To link to this article: http://dx.doi.org/10.1080/00309230.2014.941373

Johannes Westberg (2014) How much did a Swedish Schoolhouse Cost to Build? Rewriting the history of 19th-century rural schoolhouses, Scandinavian Journal of History, 39:4, 448-471, http://dx.doi.org/10.1080/03468755.2014.939223

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Den som till äventyrs inte längre vill nås av dessa utskick kan meddela detta genom att besvara detta mejl med för ändamålet lämplig fras. **************************************************************************
Vänliga hälsningar, Johannes

1. SJÄTTE NORDISKA UTBILDNINGSHISTORISKA KONFERENSEN (KÖPENHAMN)
2. WORKSHOP OM BILDNINGSBEGREPPET (UMEÅ)
3. EXTENDED DEADLINE, 9 DECEMBER: ISCHE 2014 (LONDON)
4. PUBLIKATIONER

1. SJÄTTE NORDISKA UTBILDNINGSHISTORISKA KONFERENSEN (KÖPENHAMN)
Methods – Messages – Manifestations
Traditions and challenges in the history of education and childhood
The 6th Nordic Conference on the History of Education
The Department of Education, Aarhus University, Campus Emdrup, Copenhagen, 29 – 31 October 2014

Programme and call for papers
When schools and educational politics are on the agenda, so is inevitably, the history of education! An abundance of histories on childhood and institutions, on learning and discipline, and on schooling and school systems is present – directly or indirectly – when politicians, school leaders and teachers’ unions explain their positions, or even when schools and other educational institutions brand themselves.

Histories of education are also present on a more personal level. Because educational experiences form an important part of most childhoods, narratives of schools and other institutions, of teachers and learning environments, often play an essential role when individuals tell stories of their childhood or share memories of school years, which shaped their lives. Thus, histories of education and of childhood cannot be separated – neither from each other nor from the agendas of modern educational politics.

The year 2014 marks the bicentenary of the Danish School Act of 1814. As part of the commemorative celebrations, histories of education will be brought to the fore in a variety of settings. The commemoration is therefore an opportune occasion to reflect upon and discuss the ways in which the history of education is used in political and public contexts, as well as in more private and personal settings.

The 6th Nordic Conference on the History of Education (6NCHE) will explore the connections between past and present opinions on education and between histories of childhood and histories of schools and other educational institutions. The third day of the conference, 31st October, will be open to the public and research projects from the Scandinavian countries will be presented, the language will be a mix of English and the Scandinavian languages.

Keynotes
Professor Jane Humphries, University of Oxford, UK.: History from underneath: Girls growing up in the British industrial revolution

Professor Florian Waldow, Humboldt University Berlin: Using history or not? Legitimating educational agendas

More information at the conference website:
http://konferencer.au.dk/nordic-conference-on-the-history-of-education

2. WORKSHOP OM BILDNINGSBEGREPPET (UMEÅ)
Historia med utbildningsvetenskaplig inriktning vid Umeå universitet bjuder in till en work-shop om bildningsbegreppets aktualitet i rådande utbildningspolitiska klimat, 12–13 mars 2014. Verksamma forskare inom humaniora – i synnerhet doktorander – bjuds in att diskutera sin forskning i relation till bildningsbegreppet. Inbjudna forskare är Lars Lövlie, professor emeritus i pedagogisk filosofi, Universitetet i Oslo och Anders Burman, docent i idéhistoria, Södertörns högskola. Intresseanmälan och en preliminär rubrik skickas senast 15 december 2013, till Synne Myreböe (synne.myreboe@historia.umu.se), abstracts senast 15 januari 2014. Se även bifogad inbjudan: http://wp.me/a2K6cn-43

3. EXTENDED DEADLINE: ISCHE 2014 (LONDON)
Proposals are invited for panels and for individual papers for ISCHE 36. Papers should address the Education, War and Peace conference theme, which you can read more about here. Papers may be given in English, French, German or Spanish. Panel proposals are especially encouraged (further details below). Abstracts must be a maximum of 500 words including bibliography.

All proposals must be submitted using the online submission form.

The deadline for the submission of paper and panel proposals is now Monday 9 December 2013. Applicants will be notified of the acceptance or rejection of proposals by 31 January 2014.

For those presenting papers and/or convening panels at the conference, the deadline for registration is 30 April 2014. Failure to register by this deadline will result in removal from the conference programme and book of abstracts.

För mer info: http://www.ische2014.org/call-for-papers

4. PUBLIKATIONER
Hammarström-Lewenhagen, B. (2013). Den unika möjligheten – en studie av den svenska förskolemodellen 1968-1998. (Doctoral dissertation). Stockholm: Department of Child and Youth Studies, Stockholm University. Fulltext: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-95880

Hovland, Brit Marie. ”From a Narrative of Suffering towards a Narrative of Growth: Norwegian History Textbooks in the Inter-War Period,” _Scandinavian Journal of Educational Research_ 57(6)(December 2013): 625-638.

Gisli Thorsteinsson, Brynjar Ólafsson, Otto Salomon in Nääs and his first Icelandic students in Nordic Sloyd, History of Education. Länk:

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Den som till äventyrs inte längre vill nås av dessa utskick kan meddela detta genom att besvara detta mejl med för ändamålet lämplig fras. **************************************************************************
Vänliga hälsningar, Johannes

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Utskick inom det utbildningshistoriska nätverk som bildades vid Svenska Historikermötet i Uppsala den 22-24 april 2005 **************************************************************************
Detta utskick går ut några gånger per termin till drygt 240 mottagare. Har du information om något arrangemang eller någon publikation som skulle kunna intressera nätverket, hör av dig till johannes.westberg@edu.uu.se. För mer info om nätverket, och dess tidigare utskick, se https://utbildningshistoria.wordpress.com/ som också samlar länkar till utbildningshistoriska forskningsmiljöer, föreningar, tidskrifter och skriftserier.

1. FEMTE EUROPEISKA SOMMARSKOLAN I UTBILDNINGSHISTORIA, 12–15 JUNI 2014 (UMEÅ)
2. CFP: UNIVERSITIES, INSTITUTIONS AND SOCIETY (1914-1968)
3. CFP: THE COMPARATIVE AND INTERNATIONAL HISTORY OF SCHOOL ACCOUNTABILITY AND TESTING
4. CFP: ISCHE 36: EDUCATION, WAR AND PEACE (LONDON, JULY 2014)
5. UTBILDNINGSHISTORISKA OCH UTBILDNINGSSOCIOLOGISKA SEMINARIER I UPPSALA
6. UTBILDNINGSHISTORISKA SEMINARIER I UMEÅ
7. PUBLIKATIONER

1. FEMTE EUROPEISKA SOMMARSKOLAN I UTBILDNINGSHISTORIA, 12–15 JUNI 2014 (UMEÅ)
I sommar arrangeras den femte europeiska sommarskolan i utbildningshistoria av forskningsmiljön Historia med utbildningsvetenskaplig inriktning vid Umeå universitet (12–15/6 2014). Sommarskolan riktar sig till doktorander och nydisputerade med internationellt ledande utbildningshistoriker inbjudna för att kommentera texter och ge föreläsningar. Till Umeå kommer Ian Grosvenor, Catherine Burke, Frank Simon, Angelo van Gorp, Kate Rousmaniere och Daniel Lindmark.

Sommarskolan har tidigare hållits i Ghent, Birmingham, Lissabon och Hamburg och arrangeras av European Educational Research Association (EERA) och universiteten i Birmingham, Cambridge, Ghent och Umeå.

Call for Papers finns bifogat, och information finns även på EERA:s hemsida: http://www.eera-ecer.de/season-schools/histories-of-education-summer-school-2014/ där återfinns även ansökningsformulär. Antalet deltagare är begränsat till 30 och sista ansökningsdag är 31 december 2013.

2. CFP: UNIVERSITIES, INSTITUTIONS AND SOCIETY (1914-1968) CFP: Universities, institutions and society (1914-1968): models of governance, careers, teaching and research practices compared – SISSCo National Seminar on the History of Universities; Scuola Normale Superiore 03.11.2013, Pisa, Piazza dei Cavalieri 7, 56126

Deadline paper proposal: 03.11.2013
In recent years, historians have devoted increasing attention to the study of university systems and of research and higher education institutions. A closer integration in topics and approaches of traditional intellectual history, sociology of culture and intellectual professions, and the study of institutions and public administration, is more and more frequently proposed in such research field.

However, until now the richest documentary surveys and the most thought-provoking reflections have been dedicated to the ‘long’ Nineteenth century, and especially to the European and global diffusion of the ‘Humboldtian’ model of research university. This conference, instead, will be centered on the key period from World War I, an event that disrupted traditional patterns of academic exchanges of competences, ideas, and personnel, to the widespread student protests for university reforms in the 1960s. In that period, the United States emerged as a global power in the production of advanced knowledge, while the quick and massive expansion in numbers of students, instructors and researchers required new models for an integrated organization of teaching and research activities. For these reasons, in several areas of the world, significant changes in the governance of academic systems and in the management of single institutions took place.

The conference will gather scholars from any country and field of specialization whose research work is relating to university systems and institutes for research and higher education from World War I to 1968. It aims at verifying to what extent a comparative and/or transnational study of international history of universities in the Twentieth century is possible. Proposals may take in consideration either specific case studies, national systems, or transnational dynamics. Among the key topics of the discussion, the following themes might be highlighted:
– People in universities: teachers, scholars, students, administrators.
– Disciplines and organization of studies. The emergence of new disciplines and their integration in existing teaching and study program; the role of administration and governance of academic institutions in the creation, promotion and consolidation of new areas of knowledge; ”nationalization” and ”denationalization” of patterns of production and transmission of knowledge.
– Funding and finance. Cooperation and competition of public authorities and private sector; cultural, political and social aims of the growing economic commitment in higher education.

Contributions from established scholars as well as junior researchers in all fields relevant to the broader subject, either in Italian or in English, are invited. Participants should submit a 300-word abstract of their proposed paper, a brief biographic note, and contact information, at the email address pisaconference2014@gmail.com, by November 3, 2013.

The conference will take place at Scuola Normale Superiore, Pisa (Italy), on September 4-5, 2014. A selection of revised and enlarged conference papers will be collected and published in an edited volume for international circulation. For any further information, about the conference please contact either Andrea Mariuzzo (andrea.mariuzzo@gmail.com) or Paola Carlucci (p.carlucci@sns.it).

3. CFP: THE COMPARATIVE AND INTERNATIONAL HISTORY OF SCHOOL ACCOUNTABILITY AND TESTING
The current set of debates within national education systems includes significant discussion and enactment of school accountability mechanisms. While there is considerable variation among countries, the internationalization of test-based accountability is a significant and recent phenomenon. That broader pattern of accountability has a history that overlaps with both the history of testing and the broader relationship between schools and the nation and society in which they are embedded. Yet with a few exceptions, the discussion of the history of school accountability exists primarily in reference to individual nations.

A comparative and international history of school accountability can explore the relationships among individual national histories of accountability policy and discourse and broader questions of international trends and patterns. This is both a question of longer-term historical patterns and contemporary debates within the field of comparative education over the extent of broad international patterns of school change.

Education Policy Analysis Archives (EPAA) announces a call for papers for a special issue exploring the comparative and international history of school accountability and testing. The editors of the special issue seek manuscripts that address this history either at the national or at the international level. At the scale of individual societies, what have been important factors in that history? When examined comparatively, what has shaped international patterns and international variation? What repertoires of testing and accountability systems have been available for individual societies and national or local education systems? How have the limits of acceptable practices changed over the decades and centuries? How has the development of school accountability systems changed the relationship between formal schooling and broader cultures?

About the Journal: Celebrating its 20th year, EPAA is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place.

Submission Information: All manuscripts should be submitted electronically through the EPAA website and follow the Journal’s submission guidelines: http://epaa.asu.edu/ojs/. We will not consider manuscripts submitted for publication or published elsewhere.

Deadline: January 27th, 2014

Publication date: October 6th, 2014

Early submissions are encouraged.

Guest Editors: Sherman Dorn, University of South Florida, dorn@usf.edu; Christian Ydesen, Aalborg University, cy@learning.aau.dk

4. CFP: ISCHE 36: EDUCATION, WAR AND PEACE (LONDON, JULY 2014)
Call for papers
Proposals are invited for panels and for individual papers for ISCHE 36 in London in July 2014. You can read more about the Education, War and Peace theme here. Papers may be in English, French, German or Spanish. Panel proposals are especially encouraged (further details below). Abstracts must be a maximum of 500 words including bibliography.
(Please note that this is the main call for papers. To see the call for papers for the ISCHE Standing Working Group: Gender and Education, visit http://www.ische2014.org/call-for-papers/swggender.)
All proposals for the main conference must be submitted using the online submission form at https://www.conference-service.com/ische2014/welcome.cgi .
The deadline for the submission of paper and panel proposals is 30 November 2013. Applicants will be notified of the acceptance or rejection of proposals by 31 January 2014.
For those presenting papers and/or convening panels at the conference, the deadline for registration is 30 April 2014. Failure to register by this deadline will result in removal from the conference programme and book of abstracts.
Panel proposals should include threepapers from diverse research teams and different countries. Use the separate panel section of the online submission form. Each member of the panel should also submit her/his paper using the abstract submission form, following the instructions on the page.
For more information, see http://www.ische2014.org/.

5. UTBILDNINGSHISTORISKA OCH UTBILDNINGSSOCIOLOGISKA SEMINARIER I UPPSALA
Utbildningshistoriska och utbildningssociologiska seminarier i Uppsala finns listade på http://www.skeptron.uu.se/broady/sec/eve-13.htm. Utbildningshistoriska seminarier hålls i regel den första torsdagen varje månad, kl. 13-15.

För frågor om de utbildningshistoriska seminarierna, eller om ni vill ventilera papers på seminariet kommande termin, kontakta esbjorn.larsson@edu.uu.se eller johannes.westberg@edu.uu.se

6. UTBILDNINGSHISTORISKA SEMINARIER I UMEÅ
Seminariet ”Historia med utbildningsvetenskaplig inriktning”, onsdagar kl. 13.15-14.45, Norra beteendevetarhuset, Plan 3, Rum 3031.

I seminariet presenteras utbildningshistorisk och historiedidaktisk forskning. Det innefattar områden som fostran, bildning och utbildning samt historieämnets och andra skolämnens utformning och förmedling. Det innefattar också områden som historiekultur, historiemedvetande och historiebruk utanför i samhället i stort som del i skapandet av olika slags identiteter. För schema, se http://www.idesam.umu.se/digitalAssets/127/127739_seminarieschema-hiutbvet-ht13-2.pdf

7. PUBLIKATIONER
Buchardt, M., Markkola, P. & Valtonen, H. (eds.): Education, state and citizenship. A perspective in the Nordic Welfare State History, in NordWel Studies in Historical Welfare State Research: Helsinki 2013.

Hellström, Agnes (2013). Att vara utan att synas: [om riksinternaten Lundsberg, Sigtuna och Grenna]. Stockholm: Forum

Joakim Landahl & Christian Lundahl (2013) “(Mis-)Trust in Numbers: shape shifting and directions in the modern history of data in Swedish educational reform.” I Martin Lawn (red.) The Rise of Data in Education Systems. Collection, visualization and use. Oxford: Symposion books.

Paksuniemi, Merja, Satu Uusiautti, and Kaarina Määttä. ”From Teachers into Multiply Skilled Persons: How was Art Education Implemented at a Finnish Teacher Training College in 1921-1970?” _International Journal of Research Studies in Education_ 2(2)(2013): 71-82. Online open access here: http://www.consortiacademia.org/index.php/ijrse/article/view/143

Christian Ydesen, Educational testing as an accountability measure: drawing on twentieth-century Danish history of education experiences. Paedagogica Historica Vol. 49, Iss. 5, 2013

Morten Fink-Jensen & Charlotte Appel, Da læreren holdt skole. Tiden før 1780. Aarhus universitet, 2013.

************************************************************************** Den som till äventyrs inte längre vill nås av dessa utskick kan meddela detta genom att besvara detta mejl med för ändamålet lämplig fras. ************************************************************************** Vänliga hälsningar, Johannes

ISCHE 34. Geneve 27-30 juni 2012

Conference Theme
Contemporary historiography shows a renewed interest in phenomena of transfer, circulation, diffusion, flux and exchange among different spheres. Notions such as internationalization, globalization and others are used to describe these phenomena. Placing these concepts in their historical and theoretical frameworks, the aim of this Conference is to examine the processes that they designate in the field of education. What is diffused, exchanged, transferred? Are these movements linear, circular or deferred? Transcending national borders, how do actors, networks and institutions mediate educational knowledge and practice? In what social and historical conditions do these mediations take place? What are the constraints and the forces –economic, political, cultural, geographic– that structure these exchanges? Who are the principal beneficiaries of the processes of internationalization? What dynamics of emancipation, exclusion, resistance are produced during global exchanges?

Under various forms and rhythms, these phenomena concern all levels of education, individual and collective actors, as well as spheres of extracurricular activity. They can be discerned in systems, models, theories, curricula and institutions as well as in educational practice. New dialectical relationships are developing between internationalism and nationalism, homogeneity and hybridization, universalism and particularism, openness and withdrawal, solidarity and exclusion; they involve a redefinition of educational knowledge, practice and discourse. These long-term phenomena take the form of specific configurations depending on historical and geographic contexts. An example is the way in which the Universalist project of the Enlightenment was produced, spread, received, contradicted and retranslated in different parts of the world.

Mini_Program_ISCHE_17juin

Utskick 120827

1. CALL FOR PAPERS, SOCIETY FOR THE HISTORY OF CHILDREN AND YOUTH, JUNE 25-27, 2013
2. ISCHE 35: EDUCATION AND POWER: HISTORICAL PERSPECTIVES
3. PUBLICERAT

1. CALL FOR PAPERS, SOCIETY FOR THE HISTORY OF CHILDREN AND YOUTH, JUNE 25-27, 2013
Conference Theme: “Space and Childhood in History”

The Sixth Biennial Conference of the Society for the History of Children and Youth will be held June 25-27, 2013, at the University of Nottingham in Great Britain.

The Program Committee invites scholars to submit proposals for formal panels, roundtable discussions, and research-in-progress workshops on any aspect of the histories of children and youth, from any place and in any era. But we are especially interested in sessions that examine and compare how space and childhood are mutually constitutive in historically and geographically specific settings. Our call, inspired by the French political philosopher Henri Lefebvre, posits that for any person, including children and youth, there is a dynamic rather than a static relationship between a physical place, its social make-up, and childhood as an ideal or imagined condition. The production of space, as Lefebvre famously insisted, happens in the physical world, the social world, and the imagined world. We ask scholars to investigate space not just as a backdrop for the lived experiences of children but as a tangible, social, and discursive construction, which shapes and is shaped by the lives and experiences of children. Although committee prefers proposals for complete sessions and panels that incorporate international representation and global perspectives, individual papers will also be considered.

Submitting proposals
In order to be considered for the program, proposals must be received no later than October 31, 2012. All parts of the proposal should be gathered into one PDF document and sent as an email attachment to james.marten@marquette.edu. The program committee will finalize decisions no later than January 31, 2013.
More info, see http://h-net.msu.edu/cgi-bin/logbrowse.pl?trx=vx&list=H-Childhood&month=1207&week=b&msg=LPLGvXyoa4Qh8MlHeDL/1Q&user=&pw

2. ISCHE 35: EDUCATION AND POWER: HISTORICAL PERSPECTIVES, RIGA, LATVIA, 21-24 AUGUST 2013
Education per se is power, or so educators truly believe. Education is able to influence politics, the businessenvironment, faith, teachers and parents, as well as the media.

Throughout time, power in the field of education has been attempted to be realized, demonstrated, proven and imposed by a variety of actors: politicians, public figures, the clergy, business people, warlords, teachers, parents, and the mass media among others. The power structure has changed according to the political system, market economy, tradition, and even fashion.

Therefore, ISCHE 35 will focus on the following issues: how does power – usurped or self-proclaimed, appointed, democratically or naturally won – act upon the field of education? How has power affected teachers and their education? How does teacher education affect power? How has power and education affected childhood and adolescence and has it influenced the lived identity of men and women? How is power reflected in curriculum, textbooks, and teaching aids? How do the educational sciences serve power, and how do they legitimize power? How can we identify and explain the relationship between power and education? How possible in the field of education is it to support, restrict, stimulate and deny through power? Does power encourage resistance and how does this occur? Is it possible to resist power in education?

Important deadline :Submission of proposals – 31 December 2012
Mer info, se http://www.lu.lv/ische2013/

3. PUBLICERAT
Bragesjö, Fredrik, Elzinga, Aant & Kasperowski, Dick (2012). Continuity or Discontinuity? Scientific Governance in the Pre-History of the 1977 Law of Higher Education and Research in Sweden. Minerva. A Review of Science, Learning and Policy. 50:1, s. 65-96

Fjällsby, Per-Olof (2012). Indien som utopi och verklighet [Elektronisk resurs] : om den teosofiska rörelsens bidrag till indisk utbildning och politik 1879-1930. Diss. (sammanfattning) Karlstad : Karlstads universitet, 2012. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-13049

Forsell, Håkan (2012). Urbana Infantil: Pedagogik, urbanisering och kunskapssamhälle i > metropolernas tidevarv, ca 1900-1930. Lund: Sekel Bokförlag

Hartman, Sven G. (2012). Det pedagogiska kulturarvet: traditioner och idéer i svensk undervisningshistoria. 2., [rev] utg. Stockholm: Natur & kultur

Larsson, Esbjörn (2012). Pennalismens logik. Alba.nu.

Löfgren, Håkan (2012). Det sitter inte i väggarna: yrkesidentiteter i lärares berättelser om skola och arbete. Diss. Karlstad : Karlstads universitet, 2012. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8955

Stråth, Bo (2012). Utbildning för könsroller. Sveriges historia : 1830-1920. S. 225-239

Tesching, Karin (2012). Education and fertility [Elektronisk resurs] : dynamic interrelations between women’s educational level, educational field and fertility in Sweden. Diss. Stockholm : Stockholms universitet, 2012. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-63761

Yttergren, Leif (2012). Träna är livet: träning, utbildning och vetenskap i svensk friidrott, 1880–1995. 1. uppl. Malmö: idrottsforum.org

Utskick

1. CALL FOR PAPERS: UMEÅ 2012
2. ISCHE 2012
3. PUBLICERAT (en lång lista denna gång)

1. CALL FOR PAPERS: UMEÅ 2012
Femte nordiska utbildningshistoriska konferensen, Umeå den 26–28 september 2012

Välkomna till den Femte nordiska utbildningshistoriska konferensen som hålls vid Umeå universitet den 26–28 september 2012. Med det övergripande temat ”Människor, miljöer och läromedier” vill vi ge uppmärksamhet åt utbildningshistoriens mikroaspekter. Vad har utbildning inneburit för de människor – inte bara elever och lärare, utan också bespisningspersonal, skolpolitiker, föräldrar och andra – som varit delaktiga i och påverkat såväl institutionaliserad utbildning som informellt lärande? Hur har utbildning skapat olika typer av miljöer – studiecirkeln, rökrutan, lägerskolan och universitetscampus för att nämna några – och vilka innebörder har rumsliga och materiella aspekter haft i utbildning? Hur har utbildning medierats och vilken roll har olika läromedier spelat för undervisning och lärande?

Konferensen är öppen för bidrag från hela det utbildningshistoriska forskningsområdet inklusive historiografiska och metodologiska ämnen. Konferensens tema ska uppfattas brett och bidrag som ansluter till temat är särskilt välkomna. Konferensens ambition är att samla forskare från olika discipliner och erbjuda en aktuell översikt över ny och pågående nordisk utbildningshistorisk forskning.

Vi ser gärna färdiga sessionsförslag men även enskilda paper kan anmälas. Konferensspråket är skandinaviska språk och engelska.

Sessionsförslag (abstract max 300 ord) skall inkomma till 5nuk@historia.umu.se senast 1/12 2011. Antagna sessioner annonseras på konferensens hemsida, http://www.org.umu.se/hed, senast 10/1 2012. Mer info, kontakta David Sjögren (konferenssamordnare) 5nuk@historia.umu.se, 090-786 9739, eller se http://www.org.umu.se/digitalAssets/72/72990_mnniskor.pdf

2. CALL FOR PAPERS ISCHE 2012
Joint Conference of the International Standing Conference for the History of Education (ISCHE), the Society for the History of Children and Youth (SHCY) & the Disability History Association (DHA). Geneva, Switzerland, June 2012. The conference theme is: Internationalization in Education (18th-20th Centuries).

Deadline for submissions: 31st of October 2011. Mer info: http://cms2.unige.ch/ische34-shcy-dha/

3. PUBLICERAT
Dahlstedt, M. Fejes, A. & Schönning, E. (2011) The will to (de)liberate: Shaping governable citizens through cognitive behavioural programmes in school. Journal of Education Policy, 26(3), 399-414.

Enegren, Johan (2011). Friskolor och statsmakter 1830-2000. Uppsala: Fören. för svensk undervisningshistoria

Helldin, Rolf, Dwyer, Helen, Westling-Allodi, Mara (red.), Specialpedagogiska nybyggare. En historisk antologi om organisation, funktionshinder och särskilt stöd under 1900-talet. Föreningen för svensk undervisningshistoria, Uppsala 2011.

Hellstenius, Mats (2011). Kampen om kärnämnet: om argumentationen för, och synen på, historieundervisningen i gymnasieskolan. Lund: Lunds universitet

Neidenmark, Thomas (2011), Pedagogiska imperativ och sociala nätverk i svensk medborgarbildning 1812-1828. Diss, Stockholms universitet. Avhandlingen finns tillgängligt digitalt via http://www.edu.neiden.se/Avhandlingen.html

Nicoll, K. & Fejes, A. (2011) Lifelong learning: A pacification of ‘know how’. Studies in Philosophy and Education. First published on: 20 March 2011 (Online First) DOI: 10.1007/s11217-011-9235-x

Nygren, Thomas (2011). History in the service of mankind: international guidelines and history education in upper secondary schools in Sweden, 1927-2002. Diss. (sammanfattning) Umeå : Umeå universitet, 2011. Tillgänglig på Internet: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-43817

Vägval i skolans historia. Tidskrift från föreningen för svensk undervisningshistoria (2011:1):
-Anna Johnsson Harrie, ”Politiska val på läroboksmarknaden”
– Daniel Nilsson Ranta, ”Norrbottens arbetsstugor var en god gärning – men för vem?”
– Björn Olsson ”Universitetet och de regionala aktörerna”
– Jörgen Mattlar, ”Minoriteter i marginalen – en läromedelsanalys”

Education Inquiry (2011:1) :
– Romain Faure, Connections in the History of Textbook Revision, 1947–1952
– Thomas Nygren, UNESCO and Council of Europe Guidelines, and History Education in Sweden, c. 1960-2002
– Henrik Åström Elmersjö, The Meaning and Use of “Europe” in Swedish History Textbooks, 1910–2008
– Janne Holmén, Nation-Building in Kenyan Secondary School Textbooks
– Erik Sjöberg, The Past in Peril – Greek History Textbook Controversy and the Macedonian Crisis

Román H. I enhetsskolans tidevarv: Skoldebatter i fullmäktige 1950-1985. In: Stockholm blir välfärdsstad: Kommunalpolitik i huvudstaden efter 1945. Stockholm: Stockholmia förlag; 2011.

Westberg, Johannes (red.), Förskolans aktörer: Stat, kår och individ i förskolans historia. Opuscula Historica Upsaliensia 44, 2011.