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  • 1.
    Ahlbäck, Anders
    Stockholm University, Stockholm, Sweden.
    Annika Wickman. Filmen i försvarets tjänst: Undervisningsfilm i svensk militär utbildning 1920–19392019Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 2.
    Andersson, Daniel
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Revising Swedish christianisation: History mediation in research and school, 1915–19962022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 85-106Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines history mediation and the relationship between education and academia. The aim is to investigate historical representations of the Christianisation in Sweden from 1915 to 1996, by doing a comparative analysis of the content in research publications and history textbooks for upper secondary school (or the equivalent). The research field and the textbooks are perceived as two different knowledge arenas. The analysis shows how the two arenas are more harmonious and consistent in their representations of Christianisation during the early twentieth century. In the mid-twentieth century, the arenas deviated from each other for an extended period, before finally becoming more unitary again by the end of the century. The impact of the schools’ steering documents, as well as the distinctiveness of the two arenas, seems to constitute the conditions for inconsistencies between them at different times. The analysis also suggests that the educational applicability of the knowledge content in contemporary research, likewise impacts the relationship between the two arenas.

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  • 3.
    Andreasen, Karen E.
    et al.
    Department of Culture and Learning, Aalborg University, Denmark.
    Rasmussen, Annette
    Department of Culture and Learning, Aalborg University, Denmark.
    The Development of Home Economics as a Field of Knowledge and its Contribution to the Education and Social Status of Women2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 63-84Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and prevented their influence in the public sphere.

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  • 4.
    Angell, Svein Ivar
    Universitetet i Bergen, Norway.
    Andreas Åkerlund. Public Diplomacy and Academic Mobility in Sweden2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. i-iiArtikel, recension (Övrigt vetenskapligt)
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  • 5.
    Angell, Svein Ivar
    University of Bergen, Norway.
    Editorial: Notes from the editor2020Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 7, nr 2, s. 1-3Artikel i tidskrift (Övrigt vetenskapligt)
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  • 6.
    Appel, Charlotte
    Aarhus Universitet.
    Peter Bernhardsson, I privat och offentligt: Undervisningen i moderna språk i Stockholm 1800–18802018Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 7.
    Axelsson, Thom
    Malmö University, Malmö, Sweden.
    Bolette Frydendahl Larsen. Opdagelse og diagnosticering: Fra uopdragelighed til psykopati på Vejstrup Pigehjem 1908–19402020Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 7, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 8.
    Backman Prytz, Sara
    Stockholm University, Stockholm, Sweden.
    David Larsson Heidenblad. Ett år av akademiskt skrivande: Erfarenheter och arbetstekniker för unga forskare2021Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 8, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 9.
    Backman Prytz, Sara
    et al.
    Uppsala University, Sweden.
    Forsberg Koel, Josefin
    Stockholm University, Sweden.
    Flickors och pojkars lek i dockvrå och dockskåp: Normativa förväntningar och hierarkier i förskolan vid mitten av 1900-talet2023Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 10, nr 1, s. 41-64Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Girls’ and boys’ play in the home corner and doll house: Gendered expectations and hierarchies in Swedish preschool in the middle of the 20th century

    This article examines children’s play in a gender stereotypical framing: the home corner and dollhouses in mid-1900’s Swedish preschool. Three different types of empirical material were analysed: a preschool teachers’ questionnaire, observation protocols from children’s play with dollhouses and complementary photographs of playing preschool children. By examining these, we have been able to identify the preschool teacher’s gender stereotyped expectations of girls’ and boys’ play and how gender stereotyped expectations of children were maintained. The children especially helped to uphold a dichotomy between girls’ and boys’ play. This dichotomy was confirmed by the fact that girls had a hierarchically superior role in the game when both girls and boys participated. Boys, on the other hand, had more space for action in the gender-stereotypically framed play, as they were not bound by play conventions in the same way as girls. Boys’ attempts at nurturing play with dolls, i.e. more femininely coded play, was disparaged by educators and other children.

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  • 10.
    Backman Prytz, Sara
    et al.
    Uppsala University, Sweden.
    Rasmussen, Lisa Rosén
    Aarhus University, Denmark.
    Notes from the Editors2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 1-2Artikel i tidskrift (Övrigt vetenskapligt)
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  • 11.
    Beach, Dennis
    University of Gothenburg, Gothenburg, Sweden.
    Mattias Börjesson. Från likvärdighet till marknad: En studie av offentligt och privat inflytande över skolans styrning i svensk utbildningspolitik 1969–19992016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 2, s. 55-60Artikel, recension (Övrigt vetenskapligt)
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  • 12.
    Berg, Anne
    Gothenburg University, Gothenburg, Sweden.
    Kirsi Ahonen. Sharing the Treasure of Knowledge: Nineteenth-Century Nordic Adult Education Initiatives and Their Outcomes2023Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 10, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 13.
    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.

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  • 14.
    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)
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  • 15.
    Berglund, Lars
    Uppsala University, Uppsala, Sweden.
    Ola Winberg. Den statskloka resan: Adelns peregrinationer 1610–16802019Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 16.
    Berner, Boel
    Linköping University, Linköping, Sweden.
    Åsa Broberg. Utbildning på gränsen mellan skola och arbete: Pedagogisk förändring i svensk yrkesutbildning 1918–19712015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 69-73Artikel, recension (Övrigt vetenskapligt)
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  • 17.
    Bernhardsson, Peter
    Uppsala University, Uppsala, Sweden.
    Carla Aubry Kradolfer. Billig und (ge)recht? Winterthurs Schulen zwischen Politik und Ökonomie (1789-1869)2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 1, s. 151-152Artikel, recension (Övrigt vetenskapligt)
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  • 18.
    Boge, Cecilie
    et al.
    Universitetet i Bergen.
    Larsson, Anna
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    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.

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  • 19.
    Bonde, Hans
    Department of Nutrition, Exercise and Sports, University of Copenhagen, Denmark.
    Gymnastics between Protestantism and Libertinism from 1880 to 1940: A Comparative Analysis of Two Internationally Renowned Danish Gymnastics Educators2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 2, s. 85-111Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to analyze and compare two internationally renowned Danish Gymnastics teachers, Jørgen Peter Muller and Niels Bukh. Whereas Muller’s home gymnastics had a cosmopolitan agenda that appealed to everyone regardless of ethnic origin, including many Jews, Bukh’s gymnastics increasingly became embedded in a right-wing nationalist frame of reference. Muller created an individual system of home gymnastics with a focus on health by means of exercises and the cleansing of the body that included a cold shower. In contrast, Bukh’s system was a collective form of gymnastics that emphasised the beauty of the young body. Common to both of them, however, was propagation of sexual liberation, which in Muller’s case focused on the naked heterosexual body’s manifestations in the sunlight and the fresh air. By contrast, Bukh was homosexual and through his aesthetic gaze he encouraged well-trained and sweaty young men to show their muscular upper body in touch-tight choreographies wearing only boxer shorts. It is the main thesis of the article that the contribution of sport to sexual liberation from late Victorianism’s firm grip is far greater than hitherto assumed.

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  • 20.
    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.

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  • 21.
    Brühwiler, Ingrid
    Public Schools Department, Canton Appenzell Ausserrhoden, Switzerland.
    In-between "Swedish Gymnastics" and "Deutsche Turnkunst": Educating "National" Citizens through Physical Education in Switzerland in the Last Decades of the Nineteenth Century2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 2, s. 71-84Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In Switzerland, physical education was as important as it was in other European countries during the last decades of the nineteenth century. Different visions of physical education were adapted to the Swiss context to promote national citizens that were strong and healthy and thus capable of protecting their fatherland. Discussions of Per Henrik Ling’s “Swedish system” and Friedrich Ludwig Jahn’s “Deutsche Turnkunst,” both of which were adapted in the francophone and the germanophone parts of Switzerland, dominated the discourse. Until the end of the nineteenth century, patriotic ideals permeated the army-ruled physical education, although methodology and health topics were discussed as well. The national and civic aims of physical education were the same for girls and boys, with one very important exception: boys were prepared for military service, whereas girls were primarily prepared to be good future mothers.

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  • 22.
    Cantarell, Rosalía Guerrero
    Centre for Education and Digital Transformation, The Zurich University of Teacher Education, Zürich, Switzerland.
    Technology as a Woman’s Call: The Efforts of the Fredrika Bremer Association to Promote Women’s Education in Technology 1978–19992022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 125-147Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In 1978, Sweden’s oldest women’s organisation, the Fredrika Bremer Association (FBF), organised an event on women and technology. This was the first event of its kind in Sweden and it was met with great interest. Consequently, it became a recurring annual event until the late 1990s. At a time when the computerisation of society precipitated a response from the Swedish state, labour market parties and civil society, the FBF became an authority in the area of technology and gender equality. Framed within the field of history of knowledge, this article claims that the FBF sought to redefine the concept of technology to include what they considered to be female features. They circulated this new definition in the school system and among the broader society. The FBF has been overlooked as a relevant actor in the circulation of technology knowledge, even though it played a significant role in the discussion of women and computer technology in Sweden from the late 1970s to the late 1990s.

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  • 23.
    Cardon-Quint, Clémence
    et al.
    Bordeaux University, France; The Centre d'Études des Mondes Moderne et Contemporain, France; The Institut Universitaire de France, France.
    Westberg, Johannes
    The Theory and History of Education, University of Groningen, Netherlands.
    Educational Finance in France and Sweden: A Historiographical Overview2021Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 8, nr 2, s. 1-37Artikel, forskningsöversikt (Refereegranskat)
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  • 24.
    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)
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  • 25.
    Caruso, Marcelo
    The Department of Education Research, Humboldt-Universität, Berlin, Germany.
    The De-Subalternization of the Knowledge of Education? Lecturing Pedagogic Knowledge in Colonial India (approx. 1840–1882)2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 13-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the import of Western pedagogic knowledge, knowledge about the theory and principles of education and teaching, in India from its very first formulations in Bengal in the 1840s until its inclusion at the University of Madras in 1882. The article follows the early trajectory of British pedagogical knowledge in the colonial setting, its associated knowledge practices related to its institutionalization in teachers’ education institutions and the main contents related to it. The research is based on a wide range of documents about colonial educational policy, particularly related to lectures in education and teaching, and a sample of early manuals of education and teaching. This article shows that, although not fully accepted as a relevant form of knowledge in Britain at the time, colonial educators introduced pedagogic knowledge as a manner of transforming inherited educational practices in India. In this process, colonial officials, missionaries, and upper-caste native authors authored manuals and embodied this kind of knowledge, in what can be interpreted as a de-subalternization of the knowledge of education in the colonial setting.

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  • 26.
    Colla, Piero
    Strasbourg University, France; AGORA Laboratory, Cergy University, France.
    When myth-building meets nation-branding: Fabricating the “Swedish educational model” in French media discourse (1964-2019)2020Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 7, nr 2, s. 73-98Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The educational reforms carried out in Sweden have aroused persistent interest in the French public debate. This paper focuses on the evolution of the media's portrayal of an alleged Swedish “educational model,” by highlighting cross-national influences over an extended time horizon. The origin of a stereotype is addressed from the point of view of the interaction between the Swedish branding of its own model and the demand, on the part of French elites, for a handy reform paradigm. Two crucial phases of idealisation are identified. At first, the popularity of the Swedish experiment in education coincides with the idealisation of Sweden as a laboratory for social reform. Since 2010, TV reporting has focused on both the resistance of this myth and the diversity of its possible uses. The expansion of market-oriented principles in educational culture is stigmatised as a “betrayal” of values associated with the Swedish reform experience (pupil autonomy, inclusiveness, anti-authoritarianism), while other players-such as international ranking organisations-intervene in shaping the media image.

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  • 27.
    Dahlstedt, Sten
    Uppsala University, Uppsala, Sweden.
    Urban Claesson (ed.). Fostran och bildning för en annan modernitet2017Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 4, nr 1, s. vii-ixArtikel, recension (Övrigt vetenskapligt)
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  • 28.
    Dalberg, Tobias
    Uppsala University, Uppsala, Sweden.
    Hampus Östh Gustafsson. Folkhemmets styvbarn: Humanioras legitimitet i svensk kunskapspolitik 1935–19802022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 29.
    De Coninck-Smith, Ning
    Aarhus University.
    Johannes Westberg, Att bygga ett skolväsende: Folkskolans förutsättningar och framväxt 1840–19002015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 83-84Artikel, recension (Övrigt vetenskapligt)
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  • 30.
    Dekker, Jeroen J.H.
    University of Groningen, Netherlands.
    Educational Space in Time: Reflections on Limits and Options for Educational Ambitions in History2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1, s. 3-25Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    This article studies educational ambitions in the context of the time-bound limits and possibilities offered by the educational space in order to better understand people’s educational mindsets and behaviour across time. The concepts of educational space and educational ambition, as well as their application across time, are elaborated by distinguishing four indicators that appear to determine the limits and conditions of the educational space in the history of early modern and modern Europe. These are the demographic situation, the socio-economic circumstances, the power balance between private and public, and the time-bound manifestation of the educational mindset. The article also explores how some classic educational concepts—here, the sentiment de l’enfance coined by Philippe Ariès and the concept of “discipline”—could be used in the history of childhood and education by relating them to time-bound limits and positive conditions of the educational space.

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  • 31.
    Diebolt, Claude
    et al.
    The University of Strasbourg, France.
    Jaoul-Grammare, Magali
    The University of Strasbourg, France.
    Perrin, Faustine
    Lund University, Sweden.
    Cliometrics of Primary Education in the Long Nineteenth Century France2021Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 8, nr 2, s. 39-69Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The objective of this article is to study the links between the financing of primary education, schooling and economic growth in France in the nineteenth century. To do so, we use information on the financing allocated by the State, the departments, the municipalities, and households over the period 1820-1913. Our analysis is in two stages. First, we analyse the evolution of these different types of financing over time, relying on the outliers' methodology to detect the existence of possible breaks in the series. Next, we study the causal relationships between the different types of financing, the number of children enrolled in primary education and the gross domestic product. Over the period studied, our results confirm that mass schooling is primarily driven by political will, before being explained by the increase in wealth available in the economy.

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  • 32.
    Edgren, Lars
    Lund University, Lund, Sweden.
    Sandra Hellstrand. Lärlingsfrågan: Institutionell förändring, ekonomiska föreställningar och historiska begrepp i den svenska debatten om lärlingsutbildning, 1890– 19172020Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 7, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 33.
    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.

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  • 34.
    Edquist, Samuel
    Mid Sweden University, Sweden.
    Lina Spjut. Att (ut)bilda ett folk: Nationell och etnisk gemenskap i Sveriges och Finlands svenskspråkiga läroböcker för folk- och grundskola åren 1866–20162019Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 35.
    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.

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  • 36.
    Elenius, Lars
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Ett nationellt metasystem för utbildning och fostran i Tornedalen2014Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 1, nr 2, s. 63-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A national interacting metasystem of national education and fostering developed in the Finnish speaking region Tornedalen in northern Sweden from the late 19th century to the 1950s. It was not formally agreed as a deliberate education system, but was more of a tacit understanding of a common nationalistic goal within different educational institutions such as primary schools, the residential industrial schools [arbetsstugor], the folk high-schools and the different forms of explicit military education. The aim was to help the poor region economically, to spread the Swedish language and culture in the area, to break the isolation of the region through education and to integrate this geopolitically sensitive border region into the nation. The integrative phase of Swedish nationalism was a common denominator. Leading persons in the educational and fostering activities were many times the same persons. There was a consensus over party lines about the need of acculturation and assimilation of the Tornedalians. The school, the nation and the family was regarded as central concepts in the fostering of the minority into Swedish citizens. By regarding the educations in Tornealen as a metasystem of ideological influences you get an imagination of the ideological power single educations gets when interconnected as a system.

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  • 37.
    Ellis, Heather
    The School of Education, University of Sheffield, United Kingdom.
    Concluding Remarks2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 149-155Artikel i tidskrift (Refereegranskat)
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  • 38.
    Ellis, Heather
    University of Sheffield, UK.
    Johan Östling, David Larsson Heidenblad and Anna Nilsson Hammar (eds.). Forms of Knowledge: Developing the History of Knowledge2021Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 8, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 39.
    Enefalk, Hanna
    Karlstad University, Karlstad, Sweden.
    Merethe Roos. Hartvig Nissen: Grundtvigianer, skandinav, skolemann2021Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 8, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 40.
    Erb, Jeannine
    et al.
    Pädagogische Hochschule Zürich, Schweiz.
    Geiss, Michael
    Pädagogische Hochschule Zürich, Schweiz.
    Educational Devices: Debates and Endeavours within the Swiss Teachers’ Association SLV, 1950–19802023Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 10, nr 1, s. 3-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how and why elementary and lower secondary school teachers in Switzerland constructed audio-visual media as educational devices. The new technical solutions had to be interpreted and adapted so that they could be considered educational. The educational press and internal minutes of the Swiss Teachers’ Association SLV show the public discussions as well as internal conflicts. They allow conclusions to be drawn about the role of the teacher association in constructing educational media. They also show the part played by political and practical issues in the evaluation and development of educational media. The article ends with a conclusion that outlines the different ways in which Swiss elementary and lower secondary school teachers dealt with new teaching media.

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  • 41.
    Evertsson, Jakob
    Department of History, Uppsala University, Sweden.
    Materiality, Wallcharts, and Educational Change in Sweden from the Mid-nineteenth to the Early Twentieth Century2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1, s. 27-59Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article investigates the dissemination of wall charts as an instructional technology in the subjects of history, geography, natural science, and geometry in elementary schools in Sweden, particularly in the Uppsala diocese from 1861 to 1910. Previous research lacks empirical analyses of the charts’ actual dissemination, making this case study of Sweden a valuable contribution to the fields of material culture and the visual aspects of schooling in the history of education. Using school inspector reports, protocols from national inspector meetings, and national and regional pedagogical statistics, the article provides empirical evidence of the active work of school inspectors and state initiatives that contributed to the widespread dissemination and use of wall charts in Swedish elementary schools by 1910.

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  • 42.
    Evertsson, Jakob
    Uppsala University, Uppsala, Sweden.
    Morten Øveraas. Teokratiets folkelærarar: Folkehøgskular og kristeleg nasjonalisme i Noreg ca. 1814–19052022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1Artikel, recension (Övrigt vetenskapligt)
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  • 43.
    Fetibegović, Mersija
    Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
    Channelling nationalisms: Yugoslavisms in Croatian and Serbian schoolbooks in the 60s and 70s2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1, s. 133-155Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how common histories were represented in Yugoslavian schoolbooks in 1960s-1970s Serbia and Croatia. National discourse analysis is used in combination with Benedict Anderson's notion of imagined communities to define central themes in the sources. Yugoslavia's Marxist education aimed to create socialist citizens and pioneers beyond national boundaries. At the same time, schoolbook authors used nationalisms as keys to evoke a class consciousness. These “national filters” in describing class struggle relate to tribal nationalisms in the 60s. In the 70s, socialist patriotism gradually replaced tribal narratives in schoolbooks. Schoolbook authors were however still (re)creating nationalities for seemingly instrumental purposes to accomplish a revolution. This article shows how supranational Yugoslavism(s) was constructed and negotiated and how tensions between socialism and nationalisms were mediated via mass education.

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  • 44.
    Florin, Christina
    Stockholm University, Stockholm, Sweden.
    Anna Larsson and Björn Norlin (eds.). Beyond the Classroom: Studies on Pupils and Informal Schooling Processes in Modern Europe2016Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, nr 1, s. 131-135Artikel, recension (Övrigt vetenskapligt)
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  • 45.
    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.

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  • 46.
    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.

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  • 47.
    Garz, Jona T.
    et al.
    Inclusion and Diversity, University of Zurich, Switzerland.
    Isensee, Fanny
    The History of Education Department, Humboldt-Universität zu Berlin, Germany.
    Töpper, Daniel
    Interdisciplinary Centre for Educational Research, Humboldt-Universität zu Berlin, Germany.
    Knowledge in the Making: Methodological Considerations on the Production, Dissemination, and Usage of “Small Forms in Education”2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 2, s. 39-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Collecting and producing mass data has offered an appealing way to condense educational phenomena. However, thus far, little attention has been given to the seemingly insignificant pre-printed forms that represent the basis for compiling and aggregating data. Taking inspiration from science and technology studies and the ensuing development of so-called paper technologies, this article highlights the potential of small forms in education that were used to record, evaluate, and aggregate data for educational statistics. By suggesting a multi-level methodological approach that we frame as 3D hermeneutics, we seek to contribute a methodological proposal on how to analyse these materials and showcase what lies beneath – or what comes before – the knowledge produced by educational statistics. These analyses draw on pre-printed forms collected by the Prussian educational administration at the turn of the nineteenth century, and re-trace the contexts they were embedded in, examine their materiality, and reconstruct their usage.

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  • 48.
    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.

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  • 49.
    Glover, Nikolas
    Department of Economic History, Uppsala University, Sweden.
    The "aidification" of national experiences: Swedish-supported correspondence education in Tanzania, ca 1960-19752019Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, nr 1, s. 25-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators. It analyses how Swedish correspondence education methods and objectives were adapted as they entered the emerging field of foreign aid. Two educational institutions in Tanzania, in which Swedish funds and personnel played a central role are studied: the Nordic-funded Co-operative Educational Centre in Moshi founded in 1964, and the Swedish-funded National Correspondence Institute in Dar es Salaam (1971-). The analysis shows how international NGOs and individual policy entrepreneurs created the initial arenas for policy transfer. It emphasises how the ideal of creating an equal partnership affected the policies that were being lent and borrowed. The article argues that the concept of aidification can be used to capture the ways in which transnational policy areas such as education were transformed in the wake of decolonisation.

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  • 50.
    Graham, Brandon
    University of Groningen, the Netherlands.
    Nell Musgrove and Deidre Michell. The Slow Evolution of Foster Care in Australia: Just Like a Family?2022Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 9, nr 1Artikel, recension (Övrigt vetenskapligt)
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