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.
{"title":"Technology as a Woman’s Call: The Efforts of the Fredrika Bremer Association to Promote Women’s Education in Technology 1978–1999","authors":"Rosalía Guerrero Cantarell","doi":"10.36368/njedh.v9i2.268","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.268","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"139 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89476838","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 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.
{"title":"Revising Swedish Christianisation: History Mediation in Research and School, 1915–1996","authors":"Daniella Andersson","doi":"10.36368/njedh.v9i2.243","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.243","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88437397","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}
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 preprinted 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.
{"title":"Knowledge in the Making: Methodological Considerations on the Production, Dissemination, and Usage of “Small Forms in Education”","authors":"Jona T. Garz, Fanny Isensee, Daniel Töpper","doi":"10.36368/njedh.v9i2.258","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.258","url":null,"abstract":"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 preprinted 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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76415935","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 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.
{"title":"The De-Subalternization of the Knowledge of Education? Lecturing Pedagogic Knowledge in Colonial India (approx. 1840–1882)","authors":"M. Caruso","doi":"10.36368/njedh.v9i2.270","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.270","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87633471","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}
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.
{"title":"The Development of Home Economics as a Field of Knowledge and its Contribution to the Education and Social Status of Women","authors":"K. Andreasen, Annette Rasmussen","doi":"10.36368/njedh.v9i2.265","DOIUrl":"https://doi.org/10.36368/njedh.v9i2.265","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"899 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77480814","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 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.
{"title":"Channelling Nationalisms: Yugoslavisms in Croatian and Serbian Schoolbooks in the 60s and 70s","authors":"Mersija Fetibegović","doi":"10.36368/njedh.v9i1.213","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.213","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88613762","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}
The student activism of the 1970s was strongly linked to the university administrative reforms in Finland. Especially after the radical faction of Finnish leftist students turned to pro-Soviet orthodox communism, the debunking of the professoriate’s “bourgeoise power” became one of the main goals of the vocal student movement. In this article, I analyse how the old professoriate was challenged and how they responded to this challenge. The conclusion drawn by this article is that Finnish university professors managed to resist the radical reforms and the pressure from the radical student movement in 1970s because their elite positions were not derived exclusively from one field, academia; rather, they also participated in other sets of elite practices, namely politics. Moreover, the close relationship between the state and academia was also manifested in the activities of students, who were historically also part of the Finnish elite. The starting point of this article is a case study of the Faculty of Social Sciences at the University of Helsinki.
{"title":"Intersecting Power Fields Steeped in Tradition: The Radical Left and Administrating Higher Education in Finland during the 1970s","authors":"Jukka Kortti","doi":"10.36368/njedh.v9i1.238","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.238","url":null,"abstract":"The student activism of the 1970s was strongly linked to the university administrative reforms in Finland. Especially after the radical faction of Finnish leftist students turned to pro-Soviet orthodox communism, the debunking of the professoriate’s “bourgeoise power” became one of the main goals of the vocal student movement. In this article, I analyse how the old professoriate was challenged and how they responded to this challenge. The conclusion drawn by this article is that Finnish university professors managed to resist the radical reforms and the pressure from the radical student movement in 1970s because their elite positions were not derived exclusively from one field, academia; rather, they also participated in other sets of elite practices, namely politics. Moreover, the close relationship between the state and academia was also manifested in the activities of students, who were historically also part of the Finnish elite. The starting point of this article is a case study of the Faculty of Social Sciences at the University of Helsinki.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79506030","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 (Swedish): Morten Øveraas, Teokratiets folkelærarar: Folkehøgskular og kristeleg nasjonalisme i Noreg ca. 1814–1905","authors":"Jakob Evertsson","doi":"10.36368/njedh.v9i1.324","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.324","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87773679","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): Christian Ydesen (ed.), The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex","authors":"H. Proctor","doi":"10.36368/njedh.v9i1.316","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.316","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72881901","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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