utskick 140422

1. DEN DANSKA SKOLAN 200 ÅR
2. UTLYSNING: DOKTORANDPLATS I UTBILDNINGSSOCIOLOGI (UPPSALA)
3. CFP: SHCY EIGHTH BIENNIAL CONFERENCE
4. CFA: JAHRBUCH FÜR HISTORISCHE BILDUNGSFORSCHUNG/ANNUARY FOR HISTORY OF EDUCATION 21
5. PUBLIKATIONER

1. DEN DANSKA SKOLAN 200 ÅR
I 1814 underskrev Kong Frederik d. 6. en række skolelove, der fastslog undervisningspligt for alle danske børn.

Det centrale i skoleanordningerne er koblingen mellem ret og pligt: Pligt til at blive undervist og ret til at modtage undervisning. Selvom selve skolesystemet har været præget af stor forskellighed, har skolegang således i en eller anden form været en fælles erfaring for stort set alle børn i Danmark siden 1814.

200-års jubilæet er en markering af begyndelsen på og udviklingen af en central samfundsinstitution. Men det er også en fejring af, at alle børn skal have en grundlæggende skoleuddannelse – og en mulighed for at skabe debat og opmærksomhed om, hvorfor skolen i dag er, som den er.

Mer information om projektet, vilket bland annat inkluderar fembandsverket ”Dansk Skolehistorie i 500 år”, se http://skole200.dk/

Se även: http://edu.au.dk/forskning/projekter/danskskolehistorie/

2. UTLYSNING: DOKTORANDPLATS I UTBILDNINGSSOCIOLOGI (UPPSALA)
Tillträde 2014-09-01 Utbildningssociologin utforskar bildning, utbildning, undervisning, fostran och lärande i relation till andra delar av samhället och till genomgripande samhälleliga processer, exempelvis arbetslivets förändringar och globalisering. Ett centralt problemområde inom den utbildningssociologiska forskningen är mötet mellan elevers, studenters och lärares olika tillgångar och den ordning som råder i utbildningsväsendet. Andra väsentliga problemområden är utbildningsinstitutionernas framväxt och utveckling samt relationen mellan utbildning och andra samhällsområden så som ekonomins, kulturens och politikens världar. Till grund för utbildningssociologin ligger mer generella sociologiska och historievetenskapliga forskningstraditioner.

En överblick över pågående forskning i ämnet utbildningssociologi vid Uppsala universitet, där också utbildningshistoriska forskar- och doktorandprojekt ingår, kan erhållas på http://www.skeptron.uu.se/broady/sec/pre.htm

Välkommen med din ansökan senast den 15 maj 2014, UFV-PA 2014/1169.

För mer info, se även: http://www.uu.se/jobb/detaljsida/?positionId=36273

3. CFP: SHCY EIGHTH BIENNIAL CONFERENCE
Date: June 24-26th, 2015
Location: University of British Columbia, Vancouver, Canada
Proposal Submission Deadline: October 1, 2014
Description: “In Relation: Children, Youth, and Belonging”

The Program Committee invites proposals for panels, papers, roundtables or workshops that explore histories of children and youth from any place and in any era. We will, however, give particular attention to proposals with a strong historical emphasis and that bear on the theme of this year’s conference.

Relationships are foundational to human lives and to children’s experience of the world. They might involve coercion and suffering, or agency and liberation. Domestic relationships with parents, caregivers, siblings, relatives, and pets shape young people’s sense of self, their experie nces and their place in the world. Wider relationship circles, including those with peers and adult professionals such as teachers, doctors, police, and social workers, likewise affect young people’s position in the world in diverse ways.

The complex effects of large-scale events and phenomena including colonization, imperialism, war, industrialization, urbanization, and disease epidemics, among others, have both direct and indirect effects on young peoples’ relationships that vary across time and cultural context. Virtual relationships facilitated by letter writing and, more recently, digital technology, provide young people with a distinctive window onto international connections and cross-cultural influences. Relations of power, often uneven and always nuanced by gender, race, class, sexuality, and (dis)ability, flow through all relationships that young people forge and encounter. Historical research that explores the varied meanings attached to the range of relationships young people experience usefully expands our understanding of both the past and present.

Single paper proposals and all parts of the complete panel session proposals should be gathered into one PDF document and sent as an email attachment to Mona Gleason (mona.gleason@ubc.ca). The Program Committee will finalize decisions no later than January 15, 2015.

Direct queries to the Chair of the program committee:
Mona Gleason, mona.gleason@ubc.ca, University of British Columbia

För mer info, se http://shcyhome.org/

4. CFA: JAHRBUCH FÜR HISTORISCHE BILDUNGSFORSCHUNG/ANNUARY FOR HISTORY OF EDUCATION 21

Focus: Education and hegemony
According to critical education theories and empirical research, practices and institutions of education are not at all only means of emancipation and individual and collective enlightenment. Rather, they are also – or even primarily – practices and places where power relations are established and perpetuated. However, as recent historical research on education has emphasized the scope for individual action and the room for alternative interpretations, resistant behavior and divergent attributions of meaning, the instrumental role of education in establishing and maintaining political and cultural hegemonies (greek hegemon: leader) has somewhat been neglected. According to Antonio Gramsci, the term hegemony denotes the domination of one social class over others. This kind of hegemony implies not only economic and political domination but also the capacity to impose particular world views upon other groups and to establish these views as universally accepted truths. This definition substantially extended the original meaning of the term, for throughout the 19th century, hegemony was primarily defined as the domination of certain states or world regions over others. Over the last few decades, political philosophers have referred to Gramsci’s wider definition and decoupled it from its close connection with the Marxist class concept. Based on the work of authors like Ernesto Laclau and Chantal Mouffe, hegemony now came to be conceptualized as a fundamental operation for the construction of “society,“ an operation that is instrumental in establishing and stabilizing meaning in the form of so-called discursive articulations.

The focus of the Jahrbuch für Historische Bildungsforschung 21 (2015) is on how hegemonies are established by means of education and how hegemonies are constructed within the field of education itself. Drawing on the various meanings of the term hegemony, this may refer to e.g. the establishment of geographic and cultural hegemonies (world system, colonialism, post-colonialism etc.), the dominance of particular groups, classes and social environments (poverty, inequality, symbolic hierarchization etc.), and the discursive production of stable and lasting meanings by means of education and within certain areas of education and socialization respectively (gender, ethnicisms, discursive practices, thorough enforcement of particular role models and norms etc.). The concept of hegemony may provide a suitable frame for addressing and discussing these rather disparate questions, which may certainly be related to other practices and institutions where hegemonies are established, from a history of education perspective.

Deadline for proposals: 31 August 2014
Notification of acceptance or rejection of proposals: by 30 September 2014
Deadline for articles: 15 March 2015
Review of the articles: April-May 2015
Please e-mail your proposal to: Prof. Dr. Marcelo Caruso, Humboldt-Universität zu Berlin, e-Mail: marcelo.caruso@hu-berlin.de

5. PUBLIKATIONER
Charlotte Appel og Ning de Coninck-Smith: Dansk skolehistorie gennem 500 år – fra idé til projekt og bogværk. Årbok for norsk utdanningshistorie, 2013/2014, s. 8-27

Anette Faye Jacobsen og Anne Katrine Gjerløff: Da skolen blev sat i system. Dansk skolehistorie, hverdag, vilkår og visioner, 1850-1920, Aarhus Universitetsforlag.

Annonser

utskick 140406

1. SAMISK SKOLHISTORIA
2. LARARNASHISTORIA.SE UPPDATERAD
3. CALL FOR NOMINATIONS: FASS-SANDIN PRIZE FOR BEST ARTICLE
4. PUBLIKATIONER

1. SAMISK SKOLHISTORIA
Samisk skolhistoria är ett bok- och internetprojekt som påbörjades 2003. Målet är att samla och publicera historia om skola och utbildning för samer. Vi önskar att göra detta i en form som bli tillgänglig för de flesta möjliga, både för samer och icke-samer, folk med och utan högra utbildning. Det ska vara till nytta för lärare och elever i samiska skolor och för studier i flera ämnen i högskola och universitet, bl. a pedagogik, samiska och historia. Många erfarenheter i samisk undervisning är relevanta för utbildningar i andra minoritetsgrupper, inte minst för att kunna lära av det som är gjort på gott och ont i undervisningen för samer.

Projektet omfattar den utbildningen som samiska elever har fått, både den som har varit grundat på samiskt språk och kultur, och den undervisningen som i språk och innehåll har varit baserat på storsamhällets språk och kultur. Det omfattar alla tider så långt tillbaka vi har historiska källor och fram till skrivande stund. Projektet omfattar historien både om kampen för och emot samisk utbildning, och historien om själva undervisningen, om det arbetet lärare, skoladministration och läromedelsförfattare har gjort.

Vi vill samla konkreta historier om hur undervisningen blev organiserat, genomfört och upplevd sett från alla aktörer från elev till utbildningsminister. Ett viktigt led i projektet är att se på arbetet i läromedelsutveckling och innehållet i de läromedlen som har används.

För mer infor, se http://skuvla.info/
2. LARARNASHISTORIA.SE UPPDATERAD
Webbplatsen har byggts om från grunden med en ny struktur som gör det tidigare innehållet mer överskådligt och lättillgängligt. En ny navigation och layout bidar till detta. Tidslinjernas faktatexter har blivit lättare att ta till sig. Artiklarna presenteras och ges som pdf:er som kan skrivas ut. Men även nytt material har tillkommit med syfte att lyfta fram arkivens innehåll.

Den nya sektionen Lärararkiven ger en samlad överblick av de historiskt många lärarorganisationerna och redovisar deras arkiv efter att nya forskarledda inventeringar gjorts för Lärarnas historia. Här finns nu detaljerade beskrivningar av handlingsserier i folkskollärarnas arkiv tillsammans med utvalda digitaliserade dokument. Detta är avsett som ett stöd för forskare och studenter inom utbildningshistoria, läraryrkets utveckling, professionalisering, facklig historia, inom historia eller andra discipliner. Arkiven finns tillgängliga på TAM-Arkiv i Bromma.

Kärnan i Lärarnas historia handlar om om lärarnas roll och betydelse från 1800-talet till idag, och hur lärare genom tiderna påverkat sitt arbete, sina villkor och skolans utveckling genom sina sammanslutningar och organisationer.

Germund Larsson och David Sjögren (Uppsala) har genomfört arkivinventeringar, sammanställt arkivförteckningar på detaljnivå och ombesörjt viss digitalisering av källmaterial.

Se: http://www.lararnashistoria.se/
3. CALL FOR NOMINATIONS: FASS-SANDIN PRIZE FOR BEST ARTICLE
Call for Nominations: Fass-Sandin Prize for the best article (in English) on the History of Children and Youth published in 2013.

The Society for the History of Children and Youth (SHCY) is pleased to call for nominations for the best article in English on the history of children, childhood, or youth (broadly construed) published in 2013 in a print or online journal. The prize consists of a plaque and a check for $250. The winner will be announced in mid-summer. The Fass-Sandin awards for articles published in Norwegian, Swedish, and Danish will be announced separately.

Nominations are invited from publishers, editors, scholars, and authors. Current members of the SHCY award committee, the executive committee, and officers of the society are ineligible.

Send a PDF or photocopy of the article to the chair of the prize committee, Robin Bernstein, at rbernst@fas.harvard.edu. The other members of the committee are Melissa Klapper and Pamela Riney-Kehberg.

The deadline for nominations is April 15, 2014.

Se även lank: http://shcyhome.org/
4. PUBLIKATIONER
Jonas Hallström, Magnus Hultén & Daniel Lövheim (2013) “The Study of Technology as a Field of Knowledge in General Education: Historical Insights and Methodological Considerations from a Swedish Case Study, 1842-2010”, International Journal of Technology and Design Education. http://link.springer.com/article/10.1007/s10798-013-9252-x

Daniel Lövheim, (2014) “Scientists, Engineers and the Society of Free Choice: Enrollment as Policy and Practice in Swedish Science and Technology Education 1960-1990”. Science & Education. http://link.springer.com/article/10.1007/s11191-014-9693-y

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In Education, Citizenship and Social Justice. DOI: 10.1177/1746197914520646
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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. FEMBANDS-VERKET “DANSK SKOLEHISTORIE”
2. THE TEACHER EDUCATION POLICY IN EUROPE (TEPE) NETWORK 2014 CONFERENCE (ZAGREB)
3. CFP: NATIONAL IDENTITY AND CITIZENSHIP EDUCATION: HISTORY OF EDUCATION & CHILDREN’S LITERATURE
4. CFP: HISTORY OF VOCATIONAL EDUCATION AND TRAINING (ZURICH)
5. CFP: SCIENCE FOR CHILDREN: EUROPEAN SOCIETY FOR THE HISTORY OF SCIENCE (LISBON)
6. PRISAD UTBILDNINGSHISTORIKER: JULIA NORDBLAD
7. SYMPOSIUM IN HONOUR OF PROF. DAVID MITCH (UPPSALA)
8. PUBLIKATIONER

1. FEMBANDS-VERKET “DANSK SKOLEHISTORIE”
De første to bind af fembindsværket Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år, redigeret af Charlotte Appel og Ning de Coninck-Smith, er nu udkommet.

-Bind 1. Charlotte Appel og Morten Fink-Jensen: Da læreren holdt skole. Tiden før 1780
-Bind 2. Christian Larsen, Erik Nørr og Pernille Sonne: Da skolen tog form. 1780-1850

De sidste tre bind vil udkomme i løbet af 2014.
Projektet er finansieret af Carlsbergfondet, og bogværket udgives af Aarhus Universitetsforlag, hvor bøgerne kan bestilles:
http://da.unipress.dk/bogserier/dansk-skolehistorie/

Læs mere om selve projektet på hjemmesiden: http://edu.au.dk/forskning/projekter/danskskolehistorie/

2. THE TEACHER EDUCATION POLICY IN EUROPE (TEPE) NETWORK 2014 CONFERENCE (ZAGREB)
Dear Colleagues,
We are inviting you to participate in the Teacher Education Policy in
Europe (TEPE) Network 2014 conference ”Overcoming Fragmentation in Teacher
Education Policy and Practice” which will be held from 15 – 17 May 2014 in
Zagreb, Croatia.
The conference aims to explore fragmentation within and across teacher
education policy and practice, encouraging discussions on the following
themes:
– Overcoming fragmentation by linking the educational sciences with
subject methodologies
– Overcoming fragmentation between university faculty and school-based
teacher educators
– Overcoming fragmentation by bridging the gap between initial teacher
education, induction and continuous professional development
– Overcoming fragmentation by embedding the European dimension within
national contexts

The deadline for abstract submission is 3rd February 2014 and notification
of acceptance will be sent to the corresponding author by 31st March 2014.
The TEPE 2014 conference is co-organized by the Faculty of Teacher
Education, University of Zagreb and the Institute for Social Research –
Zagreb / Centre for Educational Research and Development.
More detailed information on the TEPE 2014 conference is available on the
conference website: www.idi.hr/tepe2014/<http://www.idi.hr/tepe2014/&gt;
Looking forward to your contribution and participation!
TEPE 2014 Organization Committee

3. CFP: THE 10TH ANNIVERSARY OF THE JOURNAL «HISTORY OF EDUCATION & CHILDREN’S LITERATURE»
Nineteenth- and twentieth-century schools as a laboratory for the promotion of national identity and citizenship education.
Call for Papers for the 10th anniversary of the journal «History of Education & Children’s Literature» (2006-2015)

In 2015, on the occasion of the 10th anniversary of its foundation, the journal «History of Education & Children’s Literature» aims to publish a special monographic issue in which Authors are invited to address the theme: Nineteenth- and twentieth-century schools as a laboratory for the promotion of national identity and citizenship education.
Special attention will be paid, under this respect, to contributions that – on the base of the specific reality of each country and continent, and with reference to the political, social and cultural contexts that characterized the international scenario of the XIX and XX centuries – will deal with: school teaching programs in various domains (national literature and language, religion, history, geography, civics, law and so on); manuals and reading books for schools; school exercise books; finally, didactic aids used in the classroom (billboards, wall maps etc.); and all intended as sources and tools for promoting a sense of national identity as well as the concept of citizenship in pupils of schools of all levels.
The call for papers is open to scholars and researchers from countries around the world, and particularly to historians of education and historians of schools who work in universities and specialised research centres in diverse continents.
Individual proposals, describing original and previously unpublished work, will be reviewed by a Scientific Committee especially established for the purpose and chaired by the Editor-in-Chief of the journal «History of Education & Children’s Literature»; at the end of the evaluation process, the selected papers will be published within the monographic section of a special issue which will be printed out during the year 2015.

Proposal submission
Authors are invited to present via email a proposal (in form of abstract) that should be submitted to the following email address: roberto.sani@unimc.it within the deadline of February 28, 2014. The abstract should not exceed 1,000 characters (spaces included) and can be written in one of the following languages: English, French, Spanish, Italian, Portuguese and German. The proposals must be equipped with the personal data of Authors, including the institution affiliation (University, Research centre etc.) and the position held, the personal email address and any other useful address for the purposes of the present Call for Papers. Applicants will be notified of the Committee’s decision of acceptance or rejection of proposals by March 31, 2014.

Paper submission
Selected authors of accepted proposals are asked to submit the definitive and electronic version of their papers to the email address: roberto.sani@unimc.it within the closing date December 31, 2014. Regular papers – supplied with an abstract and with (at least) five keywords – must be written in English (texts in different languages will be rejected) and should not exceed 60,000 characters (spaces included).

Guidelines for Authors
As regards the formatting guidelines and the citation style, Authors should strictly adhere to the Editorial Rules set out for authors and contributors of the journal «History of Education & Children’s Literature», and which can be freely downloaded from the web page For Authors in the journal’s website: <http://www.hecl.it/en>.
For further information regarding the present call for papers please do not hesitate to contact the Direction of the journal (roberto.sani@unimc.it).

4. CFP: HISTORY OF VOCATIONAL EDUCATION AND TRAINING (ZURICH)
History of Vocational Education and Training (VET): Cases, Concepts and Challenges: International Research Conference
University of Zurich in cooperation with the University of Potsdam, September 8th and 9th, 2014

The Chair for Vocational Education and Training and Teacher Training of the
University of Zurich in cooperation with the Chair for Theory and Research
in Education of the University of Potsdam
invite contributions to their historical international research conference,
which will address the following topics:
– Cases which stress specific developments or problems of VET in a certain
country or region,
– Concepts which are discussing theoretical approaches towards
this phenomenon and
– Challenges which are contextualizing the historical perspective in
a topical policy context.

Conference Committee:
Prof. Philipp Gonon (Chair for VET and Teacher Training, University of
Zurich, Switzerland)
Dr. Esther Berner (Chair for Theory and Research in Education, University
of Potsdam, Germany)
Conference Organisation: For any correspondence: Jennifer Keller & Lea Zehnder vethistory@ife.uzh.ch

För mer information, se http://www.sgbf.ch/aktuelles/CfP_VEThistory.pdf

5. CFP: SCIENCE FOR CHILDREN: EUROPEAN SOCIETY FOR THE HISTORY OF SCIENCE (LISBON)
Science for Children: CALL FOR PAPERS for a session at the ESHS
Conference, Lisbon, 4-6 September 2014.

Science for children has often been enmeshed with moral, religious and
social agendas in more or less obvious ways. In this sense, understanding
the way science has been communicated to the youngest can offer insights
into how science has been used for shaping tomorrow’s citizens. Did these
campaigns really contribute to strengthening the technological foundations
of modern societies? What do we actually know about the means, the actors,
the strategies, the contexts, and the outcomes surrounding science
communication targeted at a pre-teenage audience in various places and at
various times? While research on popular science has made significant
progress in the last decades, science for children is a topic that is, with
few exceptions, largely understudied. This session intends to bundle the
existing approaches and bringing people with various backgrounds together
to discuss “science for children” from a historical perspective.

Participants are invited to address issues such as:
– Sources: Books, juvenile encyclopedias, comics, serials, sticker
collections, newspapers, science toys and games, television programs and
films for children. Science topics covered. Ways of representing science.
Popular science books for children versus popular science books for
adults.
– Reception: Children as an audience: children´s reception of popular
science books in public libraries. Children´s reception of television
science shows. Preferred topics.
– Actors: Children as authors. Ways of representing science. Editors and
educators. Parents and politicians.
– Institutions: Science education for children (curricula, text books).
Science clubs, science fairs and science museums for children.
– Strategies: Popular science books versus school science textbooks for
children. Opening minds to new ideas versus framing minds for learning?
Iconography, literary styles, rhetorical devices and types of discourse
used in science texts for children.
– Ideologies: Influence of political, religious, moral and social codes
on the way science is communicated to children.
– International circulation and local appropriation.
This call is open for other tantalizing questions. Please, feel free to
make your contribution.

Deadline for submission of paper proposals: 1 January 2014
Please send me an abstract in English (maximum 400-words, including title,
name(s) & affiliation(s) of the author(s)) (isabel.zilhao@gmail.com).

6. PRISAD UTBILDNINGSHISTORIKER: JULIA NORDBLAD
Nätverket gratulerar Julia Nordblad, för närvarande vikarierande lektor i utbildningshistoria vid lärarutbildningen i Uppsala, som denna höst har tilldelats Stiftelsen Övralids pris till Kate Bangs minne, för avhandlingen ”Jämlikhetens villkor: demos, imperium och pedagogik i Bretagne, Tunisien, Tornedalen och Lappmarken, 1880-1925” (Göteborgs universitet). Detta pris är ett av Sveriges största pris till unga humanistiska forskare, och delas ut i samarbete med Linköpings universitet. Prissumman är 100 tkr.

Prismotiveringen lyder: ”För att hon med analytisk skärpa och historisk inlevelse skildrat hur man runt sekelskiftet 1900 hanterade frågor om demokrati, jämlikhet, integration och mångfald och för att hon tankeväckande påvisat hur detta förflutna pyr i vår samtid.”

Om stiftelsen Övralid, se http://www.ovralid.net/

7. SYMPOSIUM IN HONOUR OF PROF. DAVID MITCH (UPPSALA)
Wednesday 22 January, 09.15-12.00.
Department of Education, 12:128
För mer info, se http://www.skeptron.uu.se/broady/sec/eve-14.htm#mitch

**********
Short introduction
Johannes Westberg

”How money makes academics go around: The impact of private and public funding on Swedish international academic exchange”
Andreas Åkerlund

The Economic Landscape of Swedish Higher Education, 1998-2006
Martin Gustavsson & Andreas Melldahl

Coffee-break

Monitorial Education and Literacy: a Study of Educational Change in the 1820s
Esbjörn Larsson

Teachers’ homesteads and the funding of mass education, c. 1838-1900
Johannes Westberg

The financing of Swedish popular education, 1872–1991: Economic governance, standards and practices between the public and voluntary sectors
Anne Berg, Samuel Edquist

The Field of Stockholm Upper Secondary Education: Analysing the Effects of School Choice Policy on Social Structure and School Competition
Håkan Forsberg

Concluding comments by prof. David Mitch
**************

8. PUBLIKATIONER
Hultén, Magnus, ‘Technology for all: turning a keyword into a school subject in post-war Sweden’, in History of Education (Routledge, 2013). Se DOI:10.1080/0046760X.2013.832410

Keld Grinder-Hansen: Den gode, den onde og den engagerede. 1000 år med den danske lærer. (Muusmann Forlag, 2013).

Sjöberg, J. & Andersson, M. (Eds.). (2013). Till häst: Ridundervisningen vid Uppsala universitet 350 år. Uppsala: Uppsala universitet. För information om boken, se lite info om boken: http://www.svd.se/kultur/understrecket/den-adlaste-vannen-vid-universitetet_8571068.svd

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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