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  • 1.
    Berg, Anne
    Uppsala University.
    The State and the Rise of a Continuous Popular Educational Sphere in Sweden c. 1870s–1910s2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 49-72Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The age of imperialism, from the 1870s to the 1910s, saw the rise of a popular educational sphere in Sweden as well as in the rest of Europe. This sphere was characterised by an incomparable institutional growth and continuity. In earlier research, the growth of popular education has often been explained as a consequence of class-politics and the formation of a civil society. In this article I argue that another explanatory factor needs to be inserted in the overall historical narrative in Sweden, namely the material pre-conditions of the organisations that rose to stability and especially the economic grants offered by the industrial state. In fact, this study shows how the growth of the sphere and state grants to institutions such as folk high schools and lecture-societies went hand in hand. Furthermore it is shown how the share of public funding from the central bureaucracy as well as the local institutions of government successively became the dominant sources of income for folk high schools and lecture-societies. Thus, the article argues that the economic role of the state was a crucial factor for the rise of a continuous popular educational sphere.

  • 2.
    Berg, Anne
    et al.
    Uppsala University.
    Edquist, Samuel
    Södertörn University.
    Mays, Christin
    Uppsala University.
    Westberg, Johannes
    Uppsala University.
    Åkerlund, Andreas
    Uppsala University.
    Introduction: The History of Educational Finance2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 3-22Artikel i tidskrift (Övrigt vetenskapligt)
  • 3.
    Bruno, Karl
    Kungliga Tekniska Högskolan, Stockholm.
    Silvi-kulturella möten: Sveriges lantbruksuniversitet och högre skoglig utbildning i Etiopien 1986–20092017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. 29-51Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Silvi-Cultural Encounters: The Swedish University of Agricultural Sciences and Higher Forestry Education in Ethiopia, 1986–2009

    The article discusses the Swedish University of Agricultural Sciences’ support to higher forestry education in Ethiopia, which took place between 1986 and 2009 in the context of Swedish-Ethiopian development cooperation. Against a growing historical interest in transnational encounters within the field of education, it analyses how Swedish forestry experts designed educational programs and taught in new environments. The concept of "silvi-culture" is introduced to signify that the tensions that arose within this aid effort related both to the technicalities of forestry education and to diverging academic and social cultures. The article is structured around three kinds of "silvi-cultural encounters" that describe the development of the project both chronologically and thematically. These encounters are used to demonstrate how the forest as a concrete, physical place was of central importance to the Swedish experts, as well as to show how they were guided by preconceptions developed within the framework of a Swedish silvi-culture that was only partially compatible with the conditions in Ethiopia.

  • 4.
    Caruso, Marcelo
    Humboldt-Universität zu Berlin.
    Concluding remarks: Why Do Finance? A Comment About Entanglements and Research in the History of Education2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 141-149Artikel i tidskrift (Övrigt vetenskapligt)
  • 5.
    Edquist, Samuel
    Södertörn University; Uppsala University.
    Demarcating Popular Education with Government Subsidies: Sweden 1911–19912015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 73-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    By analysing the regulating mechanisms of state subsidies to Swedish institutions generally considered mediating “popular education” during the twentieth century, it is argued that a tension has been developed between two parallel notions of popular education. A narrower ideal popular education—emphasising non-formality and independence—has been discursively nurtured along with a broader organisational popular education, denoting the de facto institutions that have received government funding, primarily the folk high schools and study associations. It is argued that the organisational popular education is a reality in itself, spanning over border zones between, for example, non-formal and formal education. Furthermore, an argument against using “popular education” as an analytical concept is put forth, since it is overly contested. Rather, it is promoted as a discursive construct that has formed real organisational structures with their own logic, which cannot be denoted by words such as non-formal adult education.

  • 6.
    Egedal Andreasen, Karen
    et al.
    Aalborg University.
    Ydesen, Christian
    Aalborg University.
    Educating for Peace: The Role and Impact of International Organisations in Interwar and Post-War Danish School Experiments, 1918–19752015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 3-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the aftermath of the two world wars, strong international networks and organisations manifested themselves with promotion of peace through education on their agenda. Danish pedagogical experiments and experimental schools were strongly influenced by these trends and played a role in subsequent school practices and policies. Drawing on the notions of “the transnational” and “trading spaces” as well as the theoretical concepts of transfer, translation, and transformation, this article addresses the following research question: How were international ideas, knowledge and practice of promoting peace through education transferred, translated, and transformed in Danish school experiments in interwar and post-war scenarios? In exploring this question, the article uses transnational and Danish archival sources as well as journals and reports linked to the Danish progressive education movement. Thus, the article contributes to our understanding of the entanglements of educational ideas and to how trends of internationalisation and globalisation work.

  • 7.
    Furuhagen, Björn
    et al.
    Uppsala universitet.
    Holmén, Janne
    Uppsala universitet.
    From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–19792017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. 53-81Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education colleges.

  • 8.
    Gardin, Matias
    University of Luxembourg.
    Building Social Capital Through Civic Education in VET: A Comparative Study of Finland and Luxembourg (1960–1970)2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 75-94Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers.

  • 9.
    Garðarsdóttir, Ólöf
    et al.
    University of Iceland.
    Guttormsson, Loftur
    University of Iceland.
    Changes in Schooling Arrangements and in the Demographic and Social Profile of Teachers in Iceland, 1930–19602014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 1, s. 7-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the demographic and social profile of primary school teachers in Iceland over half a century, beginning with the introduction of mandatory elementary school attendance in 1908, with particular focus on changes between 1930 and 1960. During this period, Iceland developed from a rural to a predominantly urban society where most children attended classes in permanent school buildings, in contrast to the ambulatory schools most common at the outset. It is our hypothesis that these rapid social changes affected the composition of the teaching corpus in many ways, particularly as regards gender and class origin. Analysis shows that in the first half of the period, female teachers were more numerous in the capital of Reykjavík, and their social and educational status was higher than teachers outside the capital. Furthermore, female teachers in Reykjavík were less likely to marry and had longer teaching careers than their male colleagues. On the whole, the share of female teachers increased considerably between 1930 and 1960, by which time it had become easier for women to combine teaching with marriage.

  • 10.
    Hamre, Bjørn
    et al.
    Aarhus University.
    Ydesen, Christian
    Aalborg University.
    The Ascent of Educational Psychology in Denmark in the Interwar Years2014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 87-111Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we argue that an understanding of the interwar years and the ascent of educational psychology contribute valuable knowledge about the inner workings of modern-day education with regard to the links between society and education in general and the boundary between normality and deviation in particular. The establishment of the educational psychologist’s office at Frederiksberg in Denmark, the introduction of IQ testing, and the related psychological files of students provide an image of a period of measurement in schools during which IQ testing was decisive in decisions to transfer students to the remedial school. The testing and filing were the foremost important technologies of the period. We draw on sources that allow us to view educational psychology and testing in their local, national, and political context. The sources applied are primarily obtained from Frederiksberg City Archive that contains archives from the Educational Psychology Office.

  • 11.
    Hansson, Johan
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier. Umeå universitet, Humanistiska fakulteten, Centrum för samisk forskning (CeSam).
    Samernas folkhögskola och de samiska språken 1942–19902016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 95-119Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Sami folk high school and the Sami languages 1942–1990. The Swedish Mission Society – SMS (Svenska missionssällskapet – SMS), wanted to improve the opportunities’ for Sami youth in Sweden and therefore they started a folk high school (folkhögskola) for the Sami in 1942. One of the aims of SMS was to help the Sámi to preserve and develop the Sami culture and languages. Over time Sami themes, the languages being one, became more prominent at the school. However some of the problems regarding the language teaching remained: the students wanted to learn different Sami languages, their linguistic skills varied a lot, and there was not that many students who wanted to learn Sami. Despite these problems, the teaching improved over the years and the Sami folk high school remained important for the Sami people during the researched period.

  • 12.
    Hellstrand, Sandra
    Stockholm University.
    Attempting Institutional Change: Swedish Apprenticeship, 1890–19172016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 2, s. 31-53Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden never got an apprentice law after apprenticeship was de-regulated in 1864. This has been attributed to unified opposition to legislation from industry employers and trade unions, with the craft employers as the only advocates. Analysing the pattern of agreement and disagreement in the political struggle over apprenticeship in the Swedish case in 1890–1917, it is clear that opposition was not that uniform, nor was the support from the craft employers that undivided. This article makes use of Kathleen Thelen’s model of institutional change in order to shed new light on the developments in Sweden. The model states that any apprentice law requires a coalition of two or more out of the state, the crafts and the metalworking industries – divided into employers and workers. Legislation, in turn, is a near requirement for the survival of strong apprenticeship. In this article the Swedish case will be discussed in relation to two of Thelen’s cases, Germany and Great Britain. In Germany an apprentice law was passed in 1897, while in Great Britain no modern apprentice law was ever passed. Similarities can be found between both of these cases and the Swedish case.

  • 13.
    Landahl, Joakim
    Stockholms universitet.
    Skolämnen och moralisk fostran: En komparativ studie av samhällskunskap och livskunskap2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 27-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School subjects and moral education: A comparative study of civics and life-skills

    This article is concerned with two school subjects that were introduced in Swedish schools during the 20th century: civics and life-skills. Drawing on textbooks in civics from the 1950s to the 1960s and textbooks in life-skills from the 2000s, the aim is to analyse and compare the morality conveyed in the respective school subjects during its introductory years. It is argued that civics and life-skills can be used to get a grip of differences between different historical contexts, since the two school subjects emerged in two different time periods. Civics emerged as a school subject for the comprehensive schools during the middle of the 20th century, and might therefore be labeled as a typically "modern" school subject, whereas life skills emerged in the late 1990s, and might therefore be labeled a "late modern" school subject. Given that these two school subjects emerge as novelties in two different time periods, they can be used to discuss how the meaning of moral education in schools is related to general social tendencies.

  • 14.
    Larsen, Christian
    Riksarkivet, Danmark.
    A Diversity of Schools: The Danish School Acts of 1814 and the Emergence of Mass Schooling in Denmark2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. 3-28Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    During the nineteenth century, national systems of mass schooling were established in western Europe. In Denmark, King Frederik VI passed a set of five schools’ laws in 1814: one for the village schools, one for the market town schools, one for Copenhagen, one for the duchies of Schleswig and Holstein and one for Jews, in order to create and regulate a system of mass schooling within his realms. This study aims to analyse the impact of the 1814 School Acts and thereby, the emergence of mass schooling in Denmark in the nineteenth century. Three aspects of the 1814 Acts are analysed in this article: firstly, how a local school administration was established; secondly, how new school buildings were built and thirdly, how a new form of teacher and a new teachers’ education was enacted at different stages across the King’s realm and countries, and with very different consequences.

  • 15.
    Larsson, Anna
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Boge, Cecilie
    Universitetet i Bergen.
    Understanding pupil violence: Bullying theory as technoscience in Sweden and Norway2018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 2, s. 131-149Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Around 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience.

  • 16.
    Liljas, Juvas Marianne
    Högskolan Dalarna.
    "En ny musikuppfostran": reformpedagogiska anspråk i Siljanskolans bildningsinnehåll2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 47-74Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    "A new form of musical upbringing": Pretenses of reform pedagogy content in the Siljan school

    In this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. The analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identified in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have affected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.

  • 17.
    Lundahl, Christian
    Karlstad University.
    Progressiva koalitioner, (inter)nationella influenser och kunskapsmätningar i reformarbetet med svensk läroplan, ca 1930–19502014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 1, s. 59-79Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Progressive Coalitions, (Inter)National Influences and Knowledge Assessments in Swedish Curriculum Reform, ca 1930–1950

    Insight gained through assessments and international precedents are two strategies typically used to reform national curricula in modern educational systems. The present article illustrates how a progressive movement in Sweden used its participation in the International Examination Inquiry, not as source of ideas or methods, but as an experience of urbanity that lent credence to its proposed solutions to national educational issues. It will be shown how this movement used the IEI to promote and establish a particular institute in Sweden, the Swedish Institute for Educational Psychology (SPPI), an institute that came to re/produce a psychology-laden educational terminology directly affecting Swedish curricula for years to come.

  • 18.
    Lundahl, Christian
    Örebro University.
    Swedish Education Exhibitions and Aesthetic Governing at World's Fairs in the Late Nineteenth Century2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 2, s. 3-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    For many historians of education, the emergence of a modern education system after the mid-nineteenth century was a national and regional process, neatly and carefully closed off within the borders of the nation. However, these accounts have often disregarded the effects of the flows of cross-border ideas and technologies, such as international comparisons, lesson-drawing, policy diffusion and travel, as well as local adaptations and translations of education policy originating elsewhere. The purpose of this article is to shed light on the relations between Swedish education and the international scene when it comes to policy and practice formation. The field of study is the international World´s Fairs of 1862–1904. Looking at what Sweden displayed, and understanding how visitors perceived it, the article raises questions concerning how exhibitions like these worked as mediators of educational ideals. The focus will be on the dissemination of aesthetic ideals, and the article will show that the World’s Fairs were platforms for an aesthetic normativity that had governing effects locally as well as globally.

  • 19.
    Mays, Christin
    et al.
    Uppsala University.
    Åkerlund, Andreas
    Uppsala University.
    The Economy of Scandinavian-American Exchange: Donations and Scholarships in the American-Scandinavian Foundation, 1912–19952015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 97-118Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The importance of philanthropy for academic exchange cannot be overestimated. Especially in the first half of the twentieth century, scholarships for academic exchange originated from the private sector instead of the state. But what is the relationship between academic exchange and the donations which finance scholarships? How can specific donations and the restrictions placed on them change the flow of exchange? This article investigates donation and scholarship praxis within the American-Scandinavian Foundation (ASF) from 1912–1995, a philanthropic organisation devoted to academic exchange between Scandinavia and the United States. The period, 1912–1944, is characterised by various small donations and few scholarships to mostly American fellows. The second period, 1945–1995, represents an era of economic growth created from a surge in large, restricted donations invested in scholarship funds. This led to an increased number of scholarships to a more geographically diverse population.

  • 20.
    Norlin, Björn
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Introduction: Exploring Violence(s) in the History of Education2018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 2, s. 1-15Artikel i tidskrift (Övrigt vetenskapligt)
  • 21. Norlin, Björn
    Sara Backman Prytz Borgerlighetens döttrar och söner: Kvinnliga och manliga ideal bland läroverksungdomar, ca. 1880–1945 [Daughters and sons of the bourgeoisie: Femininity and Masculinity-ideals of upper secondary school youth, 1880–1945] Uppsala universitet (PhD diss) 2014, 223 pp.2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 121-123Artikel, recension (Övrigt vetenskapligt)
  • 22.
    Sandbjerg Hansen, Christian
    et al.
    Aarhus University.
    Øland, Trine
    University of Copenhagen.
    The Social Making of Educational Theory: Unraveling How to Understand the Content, Emergence, and Transformation of Educational Theory2014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 3-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.

  • 23.
    Sjögren, David
    et al.
    Uppsala universitet.
    Åström Elmersjö, Henrik
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Notes from the Editors2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 1-2Artikel i tidskrift (Övrigt vetenskapligt)
  • 24.
    Skinningsrud, Tone
    et al.
    University of Tromsø, The Arctic University of Norway.
    Skjelmo, Randi
    University of Tromsø, The Arctic University of Norway.
    Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 25-45Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elementary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity.

  • 25.
    Skjelmo, Randi
    University of Tromsø, The Arctic University of Norway.
    Vaisenhuset og Blaagaard Skolelærerseminarium: Forbindelsen mellom to lærdomsmiljø i København omkring 17952014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 27-42Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Vaisenhuset and Blaagaard teacher education institute: The connection between two learning institutions in Copenhagen about 1795

    Vaisenhuset (The Orphan House) in Copenhagen was established after the Nordic War (1700–1720) to take care of and educate orphans. The institution soon became a centre for the Pietists in Denmark. Blaagaard Institute was initiated by The Great School Commission and became the first government-financed teacher education in Denmark. It was established 1791 inspired by Enlightenment ideas. When The Orphan House was totally destroyed during a fire 1795, the initiative was taken to amalgamate with Blaagaard. This article answers the following questions: What kind of institution was The Orphan House in 1795? What kind of institution was Blaagaard? How was care and education for poor and orphan girls and boys planned to be realised in a new institution? Which future role was intended for The Orphan House in relation to Blaagaard?

  • 26.
    Tröhler, Daniel
    University of Luxembourg.
    Curriculum History in Europe: A Historiographic Added Value2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 3-24Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a cultural history, on the interrelation between the constitutions, which define the ideal social order and the envisaged ideal citizens, and the curriculum, which provides “educational opportunities” – that is, pre-organised or preconfigured pathways of educational careers. The article thereby stresses that the fundamental notions of this research program – nation, society, and citizen – need to be handled as floating signifiers that are materialised differently in the various individual nation-states. The article argues that against this background, a European education history that respects national or cultural distinctions without getting trapped by national idiosyncrasies is possible.

  • 27.
    Ullman, Annika
    Stockholms universitet.
    Rektor C.J.L. Almqvist och personlighetsprincipen2014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 43-61Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Principal C.J.L. Almqvist and the principle of personality

    The Swedish author and visionary Carl Jonas Love Almqvist (1793–1866) was the principal for twelve years (1829–1841) of the government-initiated pilot school ”Nya Elementarskolan” (New Elementary School) in Stockholm. In this position, he argued that both the school and the state should be built on the same basic idea: the right of individual freedom. This argument is often referred to as ”personlighetsprincipen” (the principle of personality), a concept launched by another prominent figure of the liberal culture of the time, Erik Gustaf Geijer (1783–1847). This article explores how the principle of personality is expressed in the texts of Almqvist and is mainly built upon the concept’s allegorical resources. It examines the thesis that Almqvist’s use of the term is best understood if one distinguishes between the political, pedagogical, and existential dimension of the concept. The article ends with some thoughts about the context of the concept and a discussion on whether Almqvist had a greater interest in personalities than in principles.

  • 28.
    Wedin, Tomas
    University of Gothenburg.
    The Rise of the Knowledge School and Its Relation to the Resurrection of Bildung2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 49-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article the historical background to the reactivation of the concept of Bildung in the Swedish school debate during 1980s is presented. The article argues that the resurrection of this concept is intimately related to the foundation of the discourse of the Knowledge School (Kunskapsskolan), and shows how these two terms were central in school political program developed by the Knowledge Movement (Kunskapsrörelsen) in the early 1980s. The article shows how the concept of Bildung since it was resurrected not only has been highly contested, but that it was actually reactivated within the same movement that helped pave the way for the manifest economic-instrumentalist school discourse that dominates the current curriculum.

  • 29.
    Westberg, Johannes
    Uppsala University.
    When Teachers Were Farmers: Teachers’ Allotted Farms and the Funding of Mass Schooling, 1838–19002015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 23-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What were teachers’ allotted farms, and what were they for? This study aims to answer these questions by examining these farms in nineteenth century Sweden, and their role in the expansion of the elementary school system in 1838–1900. Focusing on the allotted farms of the Sundsvall region, this article analyses how these farms provided teachers with fields and meadows, as well as outhouses such as cowsheds, bakehouses and cellars. This article argues that these farms made schooling more affordable for the school districts, primarily in the first two decades after the Elementary School Act of 1842. Allotted farms were often inexpensive to acquire and maintain, not least owing to the agricultural and maintenance work that the teachers carried out, and yielded an annual return that reduced the taxation needed to operate the school districts. This, in turn, facilitated the expansion of schooling.

  • 30.
    Willumsen, Liv Helene
    University of Tromsø.
    Trondenes Seminarium: Et lærdomsmiljø grunnlegges2014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 1, s. 45-58Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Trondenes Teacher Training Institute: The Creation of an Educational Environment

    The present article investigates the foundation of the very first government-financed teacher training institute in Norway, Trondenes Seminarium. Esta-blished in 1826 in northern Norway, its aim was to train primary school teachers and catechists for the northernmost areas of the country, in response to the growing demand for qualified elementary school teachers. Discussing central factors related to the decision to locate this institution in the north, the article highlights the debate in the National Assembly and the interaction between central and regional levels within the national educational system. In addition, its first years of operation are examined, indicating the challenges met by the fledgling institute. As a micro-study, the article sheds light on some connections between regional and central factors, emphasizing the interplay between the state and the church during the early development of the Norwegian primary school system.

  • 31.
    Wisselgren, Per
    Umeå universitet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Tobias Dalberg, Mot lärdomens topp: Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbana under 1900-talets första hälft2018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 1Artikel, recension (Övrigt vetenskapligt)
  • 32.
    Åkerlund, Andreas
    Uppsala University.
    For Goodwill, Aid and Economic Growth: The Funding of Academic Exchange Through the Swedish Institute, 1945–20102015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 119-140Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article investigates the financial basis of state-sponsored international academic exchange through the Swedish Institute (SI). Founded in 1945 the SI is the main institution for Swedish public diplomacy and is as such part of modern foreign policy and Swedish soft power. This article maps the changing sources of funding as well as the sums spent on academic exchange from 1945–2010. It also discusses the various forms of exchange programs and gives an overview of the ideas behind and arguments for such programs. The overall picture is that state-sponsored exchange after 1945 has expanded. Not only has more and more money been spent on exchange, which led to an increase in the number of persons benefitted, but there has also been a diversification in exchange schemes towards parallel programs, each designed to fulfill a certain task. Though they fund different parts of the SI exchange scheme, the main sources of funding, however, have remained the same: the Ministry for Foreign Affairs, various development assistance agencies and programs as well as the Ministry for Education.

  • 33.
    Åström Elmersjö, Henrik
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Jörgen Gustafsson Historielärobokens föreställningar: påbjuden identifikation och genreförändring i den obligatoriska skolan 1870–20002018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 1, s. 120-125Artikel, recension (Övrigt vetenskapligt)
  • 34.
    Åström Elmersjö, Henrik
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Larsson, Anna
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Notes from the Editors2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. 1-2Artikel i tidskrift (Övrigt vetenskapligt)
  • 35.
    Åström Elmersjö, Henrik
    et al.
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Larsson, Anna
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Sjögren, David
    Uppsala universitet.
    Notes from the Editors2018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 1, s. 1-2Artikel i tidskrift (Övrigt vetenskapligt)
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