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Ny utbildningshistorisk forskning II : Nio bidrag från Forskarskolan i tillämpad utbildningshistoria
- 2023
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Som dess titel antyder, är denna bok en uppföljare. Som sådan delar den dess föregångares syfte. Där Ny utbildningshistorisk forskning (2008) avsåg att ge inblickar i aktuell forskning av doktorander finansierade eller associerade till den Nationella forskarskolan i utbildningshistoria (2005–2011), gör denna bok det motsvarande för Forskarskolan i tillämpad utbildningshistoria (2020–2025). Där den föregående boken gav inblick i den forskning som producerades av den generation av forskare som inkluderar denna bokseries redaktörer, men också Stefan Rimm, Björn Norlin, David Sjögren och Johanna Ringarp, presenterar alltså denna bok en ny generation av forskare, från Andreas Westerberg och Victor F. Johansson i bokens första kapitel, till Sophie Winkler och Chelsea Rodriguez i dess två sista.Det finns säkerligen flera analyser att göra, om man jämför dessa två volymer. Vid sidan av den uppenbara internationaliseringen av den svenska utbildnings-historiska forskningen, finns både likheter och skillnader rörande ämnesval, metoder och teoretiska ramverk. Glädjande är dock att den tvärvetenskapliga karaktär som framhölls 2008, också är utmärkande för denna volym.
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- Hachem, Hany, PhD Candidate, 1987-
(författare)
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Educating older adults : Theoretical and empirical examinations of the learning philosophies in older age
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, I theoretically and empirically examine the dominant learning philosophies in older age. Three statements of principles of educational gerontology coalesce into two notorious learning philosophies in older age: humanist and critical. They formulate answers to vital questions about the education of older people. Written in 1990 from a political economy perspective that heavily draws on Freirean pedagogy, the first statement provides a moral and philosophical backing for the practices and aims of a (then) flourishing field by examining the marginalisation of older people in societies. In the same year, the second statement responds to the first with a humanist individualist perspective on the education of older people. It provides a different view on why they choose to learn, the goals for their education, and the role of teachers in enacting said educational goals. Two decades later, the third statement is born. This time, it invigorated a critical but culturalist-leaning perspective. It engages with the focal points in the previous statements and remains loyal to Freirean ideals in the face of an increasingly individualistic and globalised world. Over time, the three statements of principles fuelled a polarising debate around central questions in the education of older people.In this methodologically rich thesis composed of four articles, I recommend and draft a fourth and late modern statement of the principles of educational gerontology, which overcomes agency/structure dualisms characterising the debate surrounding the current principles. First, this thesis confirms that leisure and liberal arts education empowers older people. Second, it attributes to the motives for learning in older age a reflexive ontological security nature that may go hand in hand with that of non-conscious class struggles. Third, it challenges the logic of emancipation embedded in critical educational gerontology and refutes the assumption that older learners are naïve. Finally, it envisages the teachers’ role as emancipators from a less coercive departure point.
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School Acts and the Rise of Mass Schooling : Education Policy in the Long Nineteenth Century
- 2019. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book examines school acts in the long nineteenth century, traditionally considered as milestones or landmarks in the process of achieving universal education. Guided by a strong interest in social, cultural, and economic history, the case studies featured in the book rethink the actual value, the impact, and the ostensible purpose of school acts. The thirteen national case studies focus on the manner in which school acts were embedded in their particular historical contexts, offering a comprehensive and multidisciplinary overview of school acts and the role they played in the rise of mass schooling. Drawing together research from countries across the West, the editors and contributors analyse why these acts were passed, as well as their content and impact. This seminal collection will appeal to students and scholars of school acts and the history of mass schooling.
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| 4. |
- Westberg, Johannes, 1978-
(författare)
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A Comparative History from Below? : A Local and Mundane International History of Nineteenth Century Schooling
- 2018
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Ingår i: Rivista di storia dell’educazione. - : Edizioni ETS. - 2384-8294. ; 5:2, s. 111-132
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Tidskriftsartikel (refereegranskat)abstract
- In an increasingly globalized world, the nineteenth century expansion of mass schooling can no longer be interpreted merely from within a national framework. As a result, vital efforts have been made to investigate and conceptualize the international and transnational histories of schooling. Using the historiography of nine-teenth century schooling as a starting point, this article presents prospects for how these conceptualizations may be further developed employing the notion of a comparative history “from below.” In this article, this notion indicates an analysis that does not take national or supranational entities as the point of departure, but instead promotes a comparative history based on the local level (school districts, municipalities, townships). Consequently, the focus of investigations will shift from national politics, transnational circulation of educa-tional ideas, and international conferences, to the mundane history of schooling, covering issues such as local funding, local school politics, and the practical, and often non-event-worthy, realities of schooling. Although such investigations do not mainly address the oppressed or the marginalized, a comparative history from be-low implies a focus on the ordinary schoolchildren, parents, and teachers, and their schools. What this article consequently proposes is an international history of schooling that is simultaneously local, and a local history of schooling that is simultaneously international.
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| 7. |
- Larsson, Germund, 1973-, et al.
(författare)
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Child Labour, Parental Neglect, School Boards, and Teacher Quality : School Inspector Reports on the Supply and Demand of Schooling in Mid-nineteenth-century Sweden
- 2020
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Ingår i: Historical Studies in Education. - : Historical Studies in Education. - 0843-5057. ; 32:1, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- By examining the state school inspector reports of 1861–1863, which provide rich insights into the local conditions of schooling in Sweden, this article sheds further light on the wide range of factors that weakened school enrolment and attendance in nineteenth-century Sweden. In terms of parental demand, these included child labour on farms, at manors, and in industries; the transformation of the servant system among rural households; and religious practices, such as the confirmation and the beliefs of Protestant sectarian groups. On the supply side, factors that school inspectors reported included the inability of Swedish teacher seminars to examine enough teachers and the problematic behaviour of local school boards. As a result, this article provides additional input into the debate in educational history regarding the role of the state, religion, rural elites, and parents in the rise of mass schooling, while simultaneously providing further qualitative evidence to a quantitatively oriented research field in economic history on the determinants of schooling.
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| 8. |
- Lundh Nilsson, Fay, et al.
(författare)
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Utbildning och ekonomi
- 2011
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Ingår i: Utbildningshistoria : en introduktion. - Lund : Studentlitteratur. - 9789144068978 ; , s. 341-356
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Bokkapitel (refereegranskat)
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| 9. |
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| 10. |
- Westberg, Johannes, 1978-
(författare)
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Combining Global and Local Narratives : A New Social History of the Expansion of Mass Education?
- 2020
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Ingår i: European Education. - : Routledge. - 1056-4934 .- 1944-7086. ; 52:3, s. 206-214
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses how an increased interest in the global, the international and the cross-national may be informed by the recently renewed focus upon the social and economic history of education. The history of school buildings in a comparative framework offered here illustrates how such approaches also have important contributions to make to the study of international and cross-national phenomena. This article therefore makes a case for a social history turn in this field.
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