{"title":"Review (Norwegian): Björn Norlin, Skolagans historia och pedagogik: Sedlighetsfostran, disciplinering och våldsbruk i den tidigmoderna skolan, 1560–1820","authors":"Øystein Skundberg","doi":"10.36368/njedh.v9i1.313","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.313","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"96 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80951171","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): Emma Vikström, Skapandet av den nya människan: Eugenik och pedagogik i Ellen Keys författarskap","authors":"Johan Samuelsson","doi":"10.36368/njedh.v9i1.312","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.312","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88755781","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): Nell Musgrove and Deidre Michell, The Slow Evolution of Foster Care in Australia: Just Like a Family?","authors":"Brandon Graham","doi":"10.36368/njedh.v9i1.307","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.307","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91117958","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): Johan Samuelsson, Läroverken och progressivismen: Perspektiv på historieundervisningens praktik och policy 1920–1950","authors":"Henrik Åström Elmersjö","doi":"10.36368/njedh.v9i1.304","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.304","url":null,"abstract":"","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83265823","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 a specific localisation issue concerning a municipal comprehensive school in the city of Västerås, Sweden, that was brought about by two state reforms between 1989 and 1992: a) the decentralisation of the education system, and b) the introduction of school vouchers. The municipal school in question closed for the academic year 1991/1992, then re-emerged as an independent school one year later. My case study illustrates how, in historical perspective, financial reforms can affect the provision and funding of local schools in the political landscape of public–private partnerships. Documents from city archives and local newspaper accounts of the extensive debate form the basis of the analysis. A multiple streams framework is used to conceptualise the relationship between problems, policies, and politics. Policy entrepreneurs and time-specific windows of opportunities are identified as crucial to the historical understanding of how the multiple streams were coupled in the local policy landscape for the funding of schools.
{"title":"How School Finance Reforms Affect the Local Policy Landscape and Funding of Schools: A Case Study of the Transformation of the Swedish Model, 1989–1992","authors":"Jonathan Lilliedahl","doi":"10.36368/njedh.v9i1.303","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.303","url":null,"abstract":"This article examines a specific localisation issue concerning a municipal comprehensive school in the city of Västerås, Sweden, that was brought about by two state reforms between 1989 and 1992: a) the decentralisation of the education system, and b) the introduction of school vouchers. The municipal school in question closed for the academic year 1991/1992, then re-emerged as an independent school one year later. My case study illustrates how, in historical perspective, financial reforms can affect the provision and funding of local schools in the political landscape of public–private partnerships. Documents from city archives and local newspaper accounts of the extensive debate form the basis of the analysis. A multiple streams framework is used to conceptualise the relationship between problems, policies, and politics. Policy entrepreneurs and time-specific windows of opportunities are identified as crucial to the historical understanding of how the multiple streams were coupled in the local policy landscape for the funding of schools.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73762650","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 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.
{"title":"Materiality, Wallcharts, and Educational Change in Sweden from the Mid-nineteenth to the Early Twentieth Century","authors":"Jakob Evertsson","doi":"10.36368/njedh.v9i1.232","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.232","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84975205","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}
Whose responsibility? The organization of teaching in Swedish for Immigrants and the qualifications of teachers, 1960–1998. The importance of people with a foreign background learning Swedish and establishing themselves at the labour market, in order to become part of the society, has for a long time been a political goal. Education in Swedish for immigrants and labor market measures have in this context been seen as important components. Nevertheless, the following article shows that the organization and management of education in Swedish for Immigrants and the competence requirements for teachers working in the field, have been an unregulated history with many temporary solutions and without any consensus from the actors involved. The purpose is to investigate why and how it comes about that the responsibility for the educational has varied over time.
{"title":"Vems ansvar? En studie av sfi-utbildningens organisation och invandrarlärarnas kvalifikationer, 1960–1998.","authors":"Johanna Ringarp","doi":"10.36368/njedh.v9i1.251","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.251","url":null,"abstract":"Whose responsibility? The organization of teaching in Swedish for Immigrants and the qualifications of teachers, 1960–1998. The importance of people with a foreign background learning Swedish and establishing themselves at the labour market, in order to become part of the society, has for a long time been a political goal. Education in Swedish for immigrants and labor market measures have in this context been seen as important components. Nevertheless, the following article shows that the organization and management of education in Swedish for Immigrants and the competence requirements for teachers working in the field, have been an unregulated history with many temporary solutions and without any consensus from the actors involved. The purpose is to investigate why and how it comes about that the responsibility for the educational has varied over time.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83629319","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 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.
{"title":"Educational Space in Time: Reflections on Limits and Options for Educational Ambitions in History","authors":"J. Dekker","doi":"10.36368/njedh.v9i1.299","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.299","url":null,"abstract":"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.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85065232","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}
”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.
{"title":"Skolämnet hembygdskunskap 1919–1980: Tillkomst och karriär i läroplanshistoriskt perspektiv","authors":"Anna Larsson","doi":"10.36368/njedh.v9i1.211","DOIUrl":"https://doi.org/10.36368/njedh.v9i1.211","url":null,"abstract":"”Hembygdskunskap” [Heimatkunde] 1919–1980: Creation and career from a curriculum history perspective. Between 1919 and 1980 ”hembygdskunskap” [Heimatkunde] was a mandatory school subject in the first three years of schooling in Sweden. The subject was composed to comprise the introductory study of the natural and social environments, but also to train the children’s perceptional and expressional skills. This article follows the career of the subject through the Swedish curriculum history based on curriculum documents and official school investigations. The article shows how the creation of the subject was influenced by international progressive educational ideas about reality based teaching, curriculum concentration and student activity. Over time, the educational implications of the concept ”hembygd” changed. In the beginning of the period, the concept ”hembygd” offered a fruitful way to focus and delimit the primary study of the environments. In the end of the period, however, the concept was abandoned, as it no longer had the capacity of gathering the teaching content. Accordingly, the era of this school subject was over.","PeriodicalId":36653,"journal":{"name":"Nordic Journal of Educational History","volume":"80 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83865650","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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