Pub Date : 2023-04-12DOI: 10.36368/njedh.v10i1.387
S. Winkler
{"title":"Review (English): Jane Martin, Gender and Education in England since 1770: A Social and Cultural History","authors":"S. Winkler","doi":"10.36368/njedh.v10i1.387","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.387","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84165183","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 : 2023-03-17DOI: 10.36368/njedh.v10i1.382
Anne Berg
{"title":"Review (English): Kirsi Ahonen, Sharing the Treasure of Knowledge: Nineteenth-Century Nordic Adult Education Initiatives and Their Outcomes","authors":"Anne Berg","doi":"10.36368/njedh.v10i1.382","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.382","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"104 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82380475","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 : 2023-03-13DOI: 10.36368/njedh.v10i1.380
Sjang ten Hagen
{"title":"Review (English): Anders Ekström and Hampus Östh Gustafsson (eds.), The Humanities and the Modern Politics of Knowledge: The Impact and Organization of the Humanities in Sweden, 1850–2020","authors":"Sjang ten Hagen","doi":"10.36368/njedh.v10i1.380","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.380","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81002812","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.308
Jeannine Erb, M. Geiss
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.
{"title":"Educational Devices: Debates and Endeavours within the Swiss Teachers’ Association SLV, 1950–1980","authors":"Jeannine Erb, M. Geiss","doi":"10.36368/njedh.v10i1.308","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.308","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78903615","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.236
Sara Backman Prytz, Josefin Forsberg Koel
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.
{"title":"Flickors och pojkars lek i dockvrå och dockskåp: Normativa förväntningar och hierarkier i förskolan vid mitten av 1900-talet","authors":"Sara Backman Prytz, Josefin Forsberg Koel","doi":"10.36368/njedh.v10i1.236","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.236","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75206118","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.359
Andreas Westerberg
{"title":"Review (English): Matts Dahlkwist, En landsbygdens skolreform? Den geografiska dimensionen i bygget av en enhetsskola","authors":"Andreas Westerberg","doi":"10.36368/njedh.v10i1.359","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.359","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80084198","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.358
J. Westberg
{"title":"Review (English): Katharina Sass, Politics of Comprehensive School Reforms: Cleavages and Coalitions","authors":"J. Westberg","doi":"10.36368/njedh.v10i1.358","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.358","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83211700","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.274
Otso Kortekangas
This article discusses the Swedish nomad school system (nomadskola, 1913–1962), targeting the children of the reindeer herding Sámi, in an environmental history perspective. Earlier research has highlighted demographics (especially social Darwinism), national economy, and reform pedagogy as the ideological foundation of the nomad school system. This article shows that the fixing of a frontier between society and wilderness was at the confluence of all of these ideas. Reindeer as a vehicle for domesticating Arctic “wilderness,” furthering economic goals in peripheries, and modernising indigenous livelihoods has been noted in the North American and Russian/Soviet contexts, as well as in Scandinavia for the second half of the 20th century. This connection has not been explicitly made in the research concerning the early years of the nomad school system. The article concludes that the Swedish government did not have the expertise to control and economically exploit the “wilderness” of the high Scandes, but the reindeer-herding Sámi did. Swedish educational authorities launched the nomad school system in order to harness this expertise and make the reindeer herding livelihood more suitable to the needs of the Swedish economy.
{"title":"Controlling the “Wilderness” Through a Rationalised Reindeer Husbandry: The Establishment of the Sámi Nomad School in Sweden, 1906–1917","authors":"Otso Kortekangas","doi":"10.36368/njedh.v10i1.274","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.274","url":null,"abstract":"This article discusses the Swedish nomad school system (nomadskola, 1913–1962), targeting the children of the reindeer herding Sámi, in an environmental history perspective. Earlier research has highlighted demographics (especially social Darwinism), national economy, and reform pedagogy as the ideological foundation of the nomad school system. This article shows that the fixing of a frontier between society and wilderness was at the confluence of all of these ideas. Reindeer as a vehicle for domesticating Arctic “wilderness,” furthering economic goals in peripheries, and modernising indigenous livelihoods has been noted in the North American and Russian/Soviet contexts, as well as in Scandinavia for the second half of the 20th century. This connection has not been explicitly made in the research concerning the early years of the nomad school system. The article concludes that the Swedish government did not have the expertise to control and economically exploit the “wilderness” of the high Scandes, but the reindeer-herding Sámi did. Swedish educational authorities launched the nomad school system in order to harness this expertise and make the reindeer herding livelihood more suitable to the needs of the Swedish economy.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89331570","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 : 2023-02-28DOI: 10.36368/njedh.v10i1.301
Lina Spjut, Fredrik Olsson Spjut
Mass-Schooling and pre-industrialisation in Northern Sweden: Relations between Olofsfors Ironworks and Nordmaling parish in the organization of Elementary schools in the 19th century decentralized school system. From the mid-nineteenth century, Sweden went through a transformation from an agricultural to an industrial society which led to new demands on the parishes. With the First Elementary School Act in 1842, Sweden’s school system was formalised. The decentralised system formed by the First Elementary School Act, stated that every parish should establish at least one school in every parish. At this time, half of Sweden’s parishes already had some form of public schools, which were run by parishes, private organisations, donations, or pre-industrial companies, as for example Ironworks. Regardless of who ran the school, the parish was responsible and were the one who would report school results to the bishop’s office, so the relationship between the private actor and the parish was important. In this article we study how the relationship between Olofsfors Ironwork and the local parish, Nordmaling developed during the nineteenth century, and how these turbulent times affected the relationship. This is discussed in relation to earlier research and has been analysed through discourse analysis.
{"title":"Folkskoleväsende och industrialisering i Norra Sverige: Relationer mellan Olofsfors järnbruk och Nordmaling socken vid organiseringen av folkskoleväsendet i 1800-talets decentraliserade skolsystem","authors":"Lina Spjut, Fredrik Olsson Spjut","doi":"10.36368/njedh.v10i1.301","DOIUrl":"https://doi.org/10.36368/njedh.v10i1.301","url":null,"abstract":"Mass-Schooling and pre-industrialisation in Northern Sweden: Relations between Olofsfors Ironworks and Nordmaling parish in the organization of Elementary schools in the 19th century decentralized school system. From the mid-nineteenth century, Sweden went through a transformation from an agricultural to an industrial society which led to new demands on the parishes. With the First Elementary School Act in 1842, Sweden’s school system was formalised. The decentralised system formed by the First Elementary School Act, stated that every parish should establish at least one school in every parish. At this time, half of Sweden’s parishes already had some form of public schools, which were run by parishes, private organisations, donations, or pre-industrial companies, as for example Ironworks. Regardless of who ran the school, the parish was responsible and were the one who would report school results to the bishop’s office, so the relationship between the private actor and the parish was important. In this article we study how the relationship between Olofsfors Ironwork and the local parish, Nordmaling developed during the nineteenth century, and how these turbulent times affected the relationship. This is discussed in relation to earlier research and has been analysed through discourse analysis.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"2007 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78654317","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}
When a social problem is educationalised, i.e. formulated as a responsibility for educational institutions, knowledge becomes a solution for societal ills. This article examines the history of traffic education in Swedish elementary schools as a particular form of knowledge. Focusing on the three first decades of traffic education, the ambition is to delve deeper into the issue of what constituted traffic knowledge during a period of mass motorisation. In teaching about traffic, what were the main things that had to be conveyed? What were the main challenges in teaching the essentials of traffic, and what techniques were used to make traffic possible to understand for an audience of children? Drawing on handbooks for teachers and textbooks in traffic education, the article discusses five forms of knowledge that were used in traffic education: knowledge about risk, juridical knowledge, visual knowledge, moral knowledge, and practical knowledge.
{"title":"Educationalising Death: The Emergence of Traffic Education in Swedish Elementary Schools","authors":"Joakim Landahl","doi":"10.36368/njedh.v9i2.277","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.277","url":null,"abstract":"When a social problem is educationalised, i.e. formulated as a responsibility for educational institutions, knowledge becomes a solution for societal ills. This article examines the history of traffic education in Swedish elementary schools as a particular form of knowledge. Focusing on the three first decades of traffic education, the ambition is to delve deeper into the issue of what constituted traffic knowledge during a period of mass motorisation. In teaching about traffic, what were the main things that had to be conveyed? What were the main challenges in teaching the essentials of traffic, and what techniques were used to make traffic possible to understand for an audience of children? Drawing on handbooks for teachers and textbooks in traffic education, the article discusses five forms of knowledge that were used in traffic education: knowledge about risk, juridical knowledge, visual knowledge, moral knowledge, and practical knowledge.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78037727","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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