This article examines the dominant discourses of behaviour and discipline in the debate on schooling and the conduct of school pupils in Swedish professional teacher journals between 1946 and 1962, the formative years of the Swedish comprehensive school. Drawing from the theoretical framework of discourse, governmentality and the fabrication of the subject developed by Michel Foucault, the fabrication and governing of the school pupil is highlighted and analysed. The findings of the study are related to historical research of the period as well as Foucauldian studies where a historical shift of perspectives on discipline and behaviour in the school have been proposed. The result is a detailed analysis of the fabrication and governing of the subject within the dominant discourses of behaviour and discipline during the period, as well as a critical nuancing of the idea of this historical shift.
{"title":"Fabricating and Governing the Swedish School Pupil: The Swedish Post-War School Reform and Changing Discourses of Discipline and Behaviour","authors":"Jonas Qvarsebo","doi":"10.36368/NJEDH.V5I2.120","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.120","url":null,"abstract":"This article examines the dominant discourses of behaviour and discipline in the debate on schooling and the conduct of school pupils in Swedish professional teacher journals between 1946 and 1962, the formative years of the Swedish comprehensive school. Drawing from the theoretical framework of discourse, governmentality and the fabrication of the subject developed by Michel Foucault, the fabrication and governing of the school pupil is highlighted and analysed. The findings of the study are related to historical research of the period as well as Foucauldian studies where a historical shift of perspectives on discipline and behaviour in the school have been proposed. The result is a detailed analysis of the fabrication and governing of the subject within the dominant discourses of behaviour and discipline during the period, as well as a critical nuancing of the idea of this historical shift.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82481404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue addresses the broad theme of education and violence. Its overall aim is to contribute to the understanding of different forms, roles, and meanings of symbolic and physical violence and their significance for past educational practices, and at the same time to give theoretical, methodological, and empirical impetus for future studies in this area. By expanding on the concept, or meta-concept, of violence rather than on more common and restricted terms in educational history research such as discipline, punishment, etcetera, the ambition is that this issue will work as a support for a renewed and broadened dialogue of what might or might not be considered as violence in past educational contexts. The following pages of this introduction focus on the phenomenon and concept of violence and position it within educational and educational history research. In doing this, specific attention is paid to common matters of interest expressed throughout the issue. Finally, the benefits of an expanded understanding of physical and non-physical expressions of violence in educational history research are discussed, as well as how the concept of violence might be helpful in such a broadening. However, a presentation will first be given of the individual articles in the issue. Because they speak for themselves, the presentation will be kept brief.
{"title":"Exploring Violence(s) in the History of Education","authors":"Björn Norlin","doi":"10.36368/NJEDH.V5I2.115","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.115","url":null,"abstract":"This special issue addresses the broad theme of education and violence. Its overall aim is to contribute to the understanding of different forms, roles, and meanings of symbolic and physical violence and their significance for past educational practices, and at the same time to give theoretical, methodological, and empirical impetus for future studies in this area. By expanding on the concept, or meta-concept, of violence rather than on more common and restricted terms in educational history research such as discipline, punishment, etcetera, the ambition is that this issue will work as a support for a renewed and broadened dialogue of what might or might not be considered as violence in past educational contexts. The following pages of this introduction focus on the phenomenon and concept of violence and position it within educational and educational history research. In doing this, specific attention is paid to common matters of interest expressed throughout the issue. Finally, the benefits of an expanded understanding of physical and non-physical expressions of violence in educational history research are discussed, as well as how the concept of violence might be helpful in such a broadening. However, a presentation will first be given of the individual articles in the issue. Because they speak for themselves, the presentation will be kept brief.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72602916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"Understanding Pupil Violence: Bullying Theory as Technoscience in Sweden and Norway","authors":"C. Boge, A. Larsson","doi":"10.36368/NJEDH.V5I2.121","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.121","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87423180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Punishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter.
{"title":"Gradual Changes to Discipline: A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act","authors":"Karoliina Puranen, Matti Roitto","doi":"10.36368/NJEDH.V5I2.118","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.118","url":null,"abstract":"Punishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80710227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“In the Service of Love:” The legitimacy of punishment in child rearing and educationThe article attempts to show that the Norwegian attitude towards punishment as a method of child rearing and education changed character during the last half of the nineteenth century. Legal sanctions regulating and prohibiting the use of physical punishment of children was introduced, primarily in schools but much later also in the family. The article suggests that this was the result of an ideological and political development towards valorising the integrity and humanity of children, but that it was controversial to impose restrictions on parents. It also outlines four models or perspectives on the nature of children and childhood that is discernible in handbooks and manuals for parents and educators, and how these models conveyed a particular understanding of the reasoning for and the consequences of punishing children as a part of rearing practices. This influenced both parents’ values and public and political debate.
{"title":"”I kjærlighedens tjeneste”: Straffens legitimitet i oppdragelse og undervisning","authors":"Øystein Skundberg, Harald Thuen","doi":"10.36368/NJEDH.V5I2.116","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.116","url":null,"abstract":"“In the Service of Love:” The legitimacy of punishment in child rearing and educationThe article attempts to show that the Norwegian attitude towards punishment as a method of child rearing and education changed character during the last half of the nineteenth century. Legal sanctions regulating and prohibiting the use of physical punishment of children was introduced, primarily in schools but much later also in the family. The article suggests that this was the result of an ideological and political development towards valorising the integrity and humanity of children, but that it was controversial to impose restrictions on parents. It also outlines four models or perspectives on the nature of children and childhood that is discernible in handbooks and manuals for parents and educators, and how these models conveyed a particular understanding of the reasoning for and the consequences of punishing children as a part of rearing practices. This influenced both parents’ values and public and political debate.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77295012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article examines reports of physical punishment at the national Swedish Boy Scout camp Åvatyr in 1950. The Swedish newspapers Dagens Nyheter and Expressen described the events in terms of bullying and violence, while the camp directors declared that the reports were merely exaggerated accounts of innocent pranks and practical jokes. This article draws information from newspaper articles, Scout magazines and archival sources to discuss how the incidents at the Åvatyr camp tapped into a debate on disciplinary measures against children in Sweden. The analysis also concerns how these acts of punishment related to the Boy Scouts’ scheme of citizenship instruction. Finally, the long-term effects of this purported scandal are evaluated, including a call for reform of masculinity and citizenship ideals within the Boy Scout movement during the following decade.
{"title":"Discipline and Punish at Camp: Citizenship and the Issue of Violence at a Swedish Boy Scout Camp","authors":"Björn Lundberg","doi":"10.36368/NJEDH.V5I2.119","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I2.119","url":null,"abstract":"This article examines reports of physical punishment at the national Swedish Boy Scout camp Åvatyr in 1950. The Swedish newspapers Dagens Nyheter and Expressen described the events in terms of bullying and violence, while the camp directors declared that the reports were merely exaggerated accounts of innocent pranks and practical jokes. This article draws information from newspaper articles, Scout magazines and archival sources to discuss how the incidents at the Åvatyr camp tapped into a debate on disciplinary measures against children in Sweden. The analysis also concerns how these acts of punishment related to the Boy Scouts’ scheme of citizenship instruction. Finally, the long-term effects of this purported scandal are evaluated, including a call for reform of masculinity and citizenship ideals within the Boy Scout movement during the following decade.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81830027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article analyses narratives that have been produced about the Sámi school experience in Finland. The sources consist of studies in Sámi school history and history of education in Finland, as well as in pedagogical studies made since the 1980s, comparing the narratives found in each case. The narrative of assimilation dominates the field for good, historically verifiable reasons. This genre of studies is contextualised and discussed in relation to the national development of Sámi tuition, the Sámi movement and international studies of history of education. The late emergence of this genre in Finland is evident in the approaches to bringing these affecting and usable histories to light, while the multiplicity of the historical voices in this field is only now emerging.
{"title":"Narratives of Sámi School History in Finland: The Histories of Assimilation Made Visible","authors":"Jukka Nyyssönen","doi":"10.36368/NJEDH.V5I1.103","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I1.103","url":null,"abstract":"This article analyses narratives that have been produced about the Sámi school experience in Finland. The sources consist of studies in Sámi school history and history of education in Finland, as well as in pedagogical studies made since the 1980s, comparing the narratives found in each case. The narrative of assimilation dominates the field for good, historically verifiable reasons. This genre of studies is contextualised and discussed in relation to the national development of Sámi tuition, the Sámi movement and international studies of history of education. The late emergence of this genre in Finland is evident in the approaches to bringing these affecting and usable histories to light, while the multiplicity of the historical voices in this field is only now emerging.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"102 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86264812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Germund Larsson. Forbrytelser och forvisningar: Bestraffningssystemet i de svenska laroverken 1905-1961
{"title":"Review (Swedish): Germund Larsson, Förbrytelser och förvisningar: Bestraffningssystemet i de svenska läroverken 1905–1961","authors":"Johanna Sköld","doi":"10.36368/njedh.v5i1.110","DOIUrl":"https://doi.org/10.36368/njedh.v5i1.110","url":null,"abstract":"Germund Larsson. Forbrytelser och forvisningar: Bestraffningssystemet i de svenska laroverken 1905-1961","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81954809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review (English): Martin Malmström, Synen på skrivande: Föreställningar om skrivande i mediadebatter och gymnasieskolans läroplaner","authors":"Johan Samuelsson","doi":"10.36368/NJEDH.V5I1.109","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I1.109","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89792318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Book Review: Christine Quarfood: Montessoris pedagogiska imperium: Kulturkritik och politik i mellankrigstidens Montessorirorelse
{"title":"Review (English): Christine Quarfood, Montessoris pedagogiska imperium: Kulturkritik och politik i mellankrigstidens Montessorirörelse","authors":"E. Vikström","doi":"10.36368/NJEDH.V5I1.114","DOIUrl":"https://doi.org/10.36368/NJEDH.V5I1.114","url":null,"abstract":"Book Review: Christine Quarfood: Montessoris pedagogiska imperium: Kulturkritik och politik i mellankrigstidens Montessorirorelse","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84672989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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