Pub Date : 2024-03-11DOI: 10.36368/njedh.v11i1.1031
Andreas Oberdorf
{"title":"Review (English): Christin Mays, Have Money, Will Travel: Scholarships and Academic Exchange between Sweden and the United States, 1912–1980","authors":"Andreas Oberdorf","doi":"10.36368/njedh.v11i1.1031","DOIUrl":"https://doi.org/10.36368/njedh.v11i1.1031","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"38 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253534","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}
Pub Date : 2024-03-11DOI: 10.36368/njedh.v11i1.1033
D. Caroli
{"title":"Review (English): Christine Quarfood, The Montessori Movement in Interwar Europe: New Perspectives","authors":"D. Caroli","doi":"10.36368/njedh.v11i1.1033","DOIUrl":"https://doi.org/10.36368/njedh.v11i1.1033","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"38 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253536","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}
Pub Date : 2024-03-11DOI: 10.36368/njedh.v11i1.388
Anders J. Persson, Lars Andersson Hult
Between tradition and reform: Pedagogical essay topics at two Swedish teacher training seminars, 1915–1937. During the beginning of the twentieth century, a series of school reforms was carried out in Sweden. One concerned the education of elementary school teachers. In this article, we examine which knowledge and teaching ideals that was posed by some of those who had the task of putting this reform into practice. At the center are the nearly five hundred essay topics that were offered at the teacher training seminars in Lund (only male apprentices) and Falun (only female apprentices) 1914–1937. The results advocate that two rather different local cultures of knowledge were developed at the two seminars. While the essay topics that were offered in Lund mostly seems to promote a more traditional reproductive view on teaching, the ones proposed in Falun rather appears to encourage a much more reformistic understanding of schooling. Hence it is suggested that the latter might be understood as an aspiration to establish a more autonomous and independent women teacher identity.
{"title":"Mellan tradition och reform: Pedagogiska examensuppsatsämnen vid två svenska folkskoleseminarier 1915–1937","authors":"Anders J. Persson, Lars Andersson Hult","doi":"10.36368/njedh.v11i1.388","DOIUrl":"https://doi.org/10.36368/njedh.v11i1.388","url":null,"abstract":"Between tradition and reform: Pedagogical essay topics at two Swedish teacher training seminars, 1915–1937. During the beginning of the twentieth century, a series of school reforms was carried out in Sweden. One concerned the education of elementary school teachers. In this article, we examine which knowledge and teaching ideals that was posed by some of those who had the task of putting this reform into practice. At the center are the nearly five hundred essay topics that were offered at the teacher training seminars in Lund (only male apprentices) and Falun (only female apprentices) 1914–1937. The results advocate that two rather different local cultures of knowledge were developed at the two seminars. While the essay topics that were offered in Lund mostly seems to promote a more traditional reproductive view on teaching, the ones proposed in Falun rather appears to encourage a much more reformistic understanding of schooling. Hence it is suggested that the latter might be understood as an aspiration to establish a more autonomous and independent women teacher identity.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253553","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}
Pub Date : 2024-03-11DOI: 10.36368/njedh.v11i1.390
Daniel Lövheim
This article deals with the growth of a national school student press in Sweden during the 1950s and first half of the 1960s. It outlays the role of student magazines in furthering school democracy by investigating the nationwide periodical SECO-aktuellt and the press organisation SVEP (Svensk Elevpress). The article departs from an understanding of press activity among school youth as a form of collective action during the mid-post-war period. This activity became part of a pupil movement that demanded increased influence and participation in decision making, as well as expanded forms of self-government. Drawing from earlier historical research, the article portrays this press activity as taking place “from below” since youth often was marginalised in the past and not always seen as legitimate historical actors. The article also deploys perspectives from research on social movements, and analyses school student press activities in Sweden as “repertoires of contention.”
{"title":"Printing School Democracy from Below: Student Press Activities as Collective Action in Mid-Post-War Sweden","authors":"Daniel Lövheim","doi":"10.36368/njedh.v11i1.390","DOIUrl":"https://doi.org/10.36368/njedh.v11i1.390","url":null,"abstract":"This article deals with the growth of a national school student press in Sweden during the 1950s and first half of the 1960s. It outlays the role of student magazines in furthering school democracy by investigating the nationwide periodical SECO-aktuellt and the press organisation SVEP (Svensk Elevpress). The article departs from an understanding of press activity among school youth as a form of collective action during the mid-post-war period. This activity became part of a pupil movement that demanded increased influence and participation in decision making, as well as expanded forms of self-government. Drawing from earlier historical research, the article portrays this press activity as taking place “from below” since youth often was marginalised in the past and not always seen as legitimate historical actors. The article also deploys perspectives from research on social movements, and analyses school student press activities in Sweden as “repertoires of contention.”","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"92 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251982","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}
Pub Date : 2024-03-11DOI: 10.36368/njedh.v11i1.1032
Emma Vikström
{"title":"Review (English): Erica Moretti, The Best Weapon for Peace: Maria Montessori, Education, and Children’s Rights","authors":"Emma Vikström","doi":"10.36368/njedh.v11i1.1032","DOIUrl":"https://doi.org/10.36368/njedh.v11i1.1032","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"86 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252018","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}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.477
P. Markkola
Drawing on recent research on lived welfare state from a history of experience perspective, this article aims to contribute to the further exploration of the education-welfare state nexus. First, experience as a historical concept is discussed in a historiographical context from the 1960s onwards. Second, the concept of lived welfare and the conceptualization of education as lived welfare are explicated. Third, concrete examples of education as lived welfare elucidate the history of experience approach to children and the welfare state. Children’s encounters with their educators and the school system shape their individual and collective ways of experiencing the welfare state. Examples from historical research presented in the article suggest that the conceptualization of education as lived welfare contributes to a better understanding of citizenship, belonging, trust in society (or lack thereof) and the general formation of individual-society relationship.
{"title":"Education as Lived Welfare: A History of Experience Perspective on Children and the Welfare State","authors":"P. Markkola","doi":"10.36368/njedh.v10i2.477","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.477","url":null,"abstract":"Drawing on recent research on lived welfare state from a history of experience perspective, this article aims to contribute to the further exploration of the education-welfare state nexus. First, experience as a historical concept is discussed in a historiographical context from the 1960s onwards. Second, the concept of lived welfare and the conceptualization of education as lived welfare are explicated. Third, concrete examples of education as lived welfare elucidate the history of experience approach to children and the welfare state. Children’s encounters with their educators and the school system shape their individual and collective ways of experiencing the welfare state. Examples from historical research presented in the article suggest that the conceptualization of education as lived welfare contributes to a better understanding of citizenship, belonging, trust in society (or lack thereof) and the general formation of individual-society relationship.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"12 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591319","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}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.476
Mette Buchardt, Maria Simonsen
{"title":"Education in the History of State and Power: Transnational, National and Local Perspectives","authors":"Mette Buchardt, Maria Simonsen","doi":"10.36368/njedh.v10i2.476","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.476","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"110 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590501","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}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.481
Mati Keynes, Beth Marsden, Archie Thomas
Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.
{"title":"Does Curriculum Fail Indigenous Political Aspirations? Sovereignty and Australian History and Social Studies Curriculum","authors":"Mati Keynes, Beth Marsden, Archie Thomas","doi":"10.36368/njedh.v10i2.481","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.481","url":null,"abstract":"Through analysis of curricular materials (syllabus documents and supplementary readers) from the late-nineteenth century to the present, this article explores the role of school curriculum in shaping understandings of Indigenous political aspirations in the Australian context. It juxtaposes curricular materials with significant occasions of Indigenous political activism in Australia since the late-nineteenth century: the Coranderrk campaign of the 1870-80s, the Wave Hill Walk Off in 1966, the establishment of the Aboriginal Tent Embassy in 1972, and the Bicentenary protests of 1988. From this analysis, five narrative sub-themes were developed—Invisibility, Benevolence, Obfuscation, Innocence, and Acknowledgement—which captured the ways that Indigenous sovereignty, nationhood, and political legitimacy had been represented. In drawing out some continuities and changes to curricular representations of First Nations’ and settler sovereignty, nationhood, and political legitimacy over a one hundred year period, this article highlights the uneven ways that curriculum has, and continues to, represent political possibilities on the Australian continent. This article offers insights for Nordic contexts where there are also contests about legacies of colonialism in the public sphere, including in education.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"40 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138592109","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}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.483
Johan Samuelsson
School as an Experimental Workshop: Dissemination of Knowledge and Experience from Experimental Teaching in Swedish Pedagogical Journals, 1920–1960. The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching.
{"title":"Skolan som försöksverkstad: Spridning av kunskap och erfarenhet av försökundervisning i svenska pedagogiska tidskrifter 1920–1960","authors":"Johan Samuelsson","doi":"10.36368/njedh.v10i2.483","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.483","url":null,"abstract":"School as an Experimental Workshop: Dissemination of Knowledge and Experience from Experimental Teaching in Swedish Pedagogical Journals, 1920–1960. The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"109 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138590743","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}
Pub Date : 2023-12-07DOI: 10.36368/njedh.v10i2.484
Nina Volckmar
This article compares the development of primary education in Ireland and Norway, from its establishment in the nineteenth century until present time. The aim of the article is to discuss how and to what degree nation-state formation after independence in Ireland (1922) and Norway (1905) created fundamental and persistent structures for the development of primary schooling, as well as the role that religion and nation-building played in this. Previous research on the development of Irish and Norwegian schooling and official documents and reports makes up the research material. The article demonstrates that, despite institutional secularisation around the world from the nineteenth century onwards, religious and national peculiarities in the establishment of primary education in Ireland and Norway continue to characterise, and to some extent explain, the differences in Irish and Norwegian education today.
{"title":"Education, Nation-State Formation and Religion: Comparing Ireland and Norway","authors":"Nina Volckmar","doi":"10.36368/njedh.v10i2.484","DOIUrl":"https://doi.org/10.36368/njedh.v10i2.484","url":null,"abstract":"This article compares the development of primary education in Ireland and Norway, from its establishment in the nineteenth century until present time. The aim of the article is to discuss how and to what degree nation-state formation after independence in Ireland (1922) and Norway (1905) created fundamental and persistent structures for the development of primary schooling, as well as the role that religion and nation-building played in this. Previous research on the development of Irish and Norwegian schooling and official documents and reports makes up the research material. The article demonstrates that, despite institutional secularisation around the world from the nineteenth century onwards, religious and national peculiarities in the establishment of primary education in Ireland and Norway continue to characterise, and to some extent explain, the differences in Irish and Norwegian education today.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"19 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138591770","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：