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En resa genom skolans historia
- 2021
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Hur var det egentligen att gå i skola förr i tiden? I den här boken får du träffa tolv elever som gick i en skola som inte var som skolan är idag. Det är berättelser om både tjejer och killar, en del fattiga och en del rika. Den första berättelsen handlar om 1600-talet och den sista om 1980-talet. Gemensamt för alla berättelser är att de är skrivna av personer som forskat om skolans historia och som är experter på den tid de skriver om.
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| 2. |
- Larsson, Germund, 1973-
(författare)
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Förbrytelser och förvisningar : Bestraffningssystemet i de svenska läroverken 1905–1961
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to analyse the system of punishment at the upper secondary schools in Sweden during the twentieth century. The main research question is: how did the system of punishment function and change from 1905 to 1961? The investigations concentrate on the offences committed, the spatial features of the jurisdiction, the agents involved, as well as the systems of meaning that underscored the penal process. The analysis is mainly founded upon an extensive source material comprehending all expulsion cases at the upper secondary schools during the period.The dissertation enriches our understanding of how the system of punishment operated during the twentieth century. The pupil and his or her morals and conduct were at the heart of the system of punishment. It is shown that the hardest punishment, the expulsion, was not only passed for the most severe offences, but also for more banal infractions. Furthermore, the juridical system of the upper secondary schools stretched far beyond the physical milieu of the school yard. Offences committed in the public arena of the town, as well as the private institution of the household, stood grounds for excluding a pupil. Additionally, the relative importance of different types of agents that enacted the system changed over time. Headmasters and teachers were successively accompanied by new agents such as school physicians, the child protection agency as well as modern law enforcement personnel. Finally, the rationality – the historically specific system of meaning underlying the judgment of pupils’ offences – behind the decisions to issue the hardest punishment is examined. Ideas of conduct relating to gender and social class, values concerning truthfulness and deceitfulness, as well as ideas of physical attributes and their connection to intelligence and mental decease, all played parts in the examination of the offending pupils. In the end, the dissertation argues that the system of punishment was something more, and something else, then a mere part of the pedagogical practise of the upper secondary schools. In the system of punishment, internal school traditions converged with partially contradictory tendencies within society at large.
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| 3. |
- Mays, Christin
(författare)
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Have Money, Will Travel : Scholarships and Academic Exchange between Sweden and the United States, 1912–1980
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The large-scale transatlantic mobility of students, teachers, and researchers is a twentieth-century phenomenon that has contributed to the reshaping of international cultural, economic, and political relations into the twenty-first century. Through and as part of this development, the United States transformed into a powerful and influential country on the global stage. As a large, populous, and industrialized nation, the United States has been significant both as a funder of international mobility and as a destination for foreign students and scholars. Sweden, a small, peripheral country in Northern Europe, has had a long relationship with the United States. Amidst the mass migration of peoples from several European countries to North America in the mid-nineteenth century to the 1920s, over one million Swedes migrated to the United States. The connections made through this migration, combined with the growing economic, industrial, and cultural resources of the United States, led to a renewed desire to maintain and improve relations between the two countries from the early twentieth century.This study investigates the development of scholarship programs in Sweden and the United States and their role in the academic exchange between these two countries from 1912–1980. Set against broader cultural, economic, and political processes that increased the scale and complexity of academic mobility in the twentieth century, this study explains how scholarships facilitated and structured flows of people and knowledge. The relationships between three parts of scholarship programs are analyzed: their purposes, organizational frameworks and praxis, and scholarship awards. The analysis employs three points of departure: rationales for internationalization, historical institutionalism, and symbolic capital. Annual reports and scholarship holder documentation are the two main types of sources. Annual reports were used to create a historical timeline of the purposes that drove the founding of organizations and the establishment of scholarship programs to understand the institution of scholarship-funded academic mobility in the twentieth century. Scholarship holder documentation was used to create two datasets of scholarship awards from 1912–1944 and 1945–1979, which were analyzed using descriptive statistics to find patterns and trends in scholarship awards.The results show that the scholarship programs in this study structured complex and asymmetrical flows of people and knowledge between Sweden and the United States in the twentieth century. In the first period, private foundations were the main providers of scholarships and were steered by an array of cultural, academic, and economic purposes. After World War II, and especially during the Cold War, scholarship programs were submitted to the politicization and regulation of the United States government as transatlantic academic mobility became an increasingly widespread practice. The combined and overlapping purposes that steered scholarship-awarding from 1912–1980 facilitated the rise of particular individuals, types of knowledge, higher education institutions, and industries in Sweden and the United States. In addition, the asymmetrical distribution of these scholarships, in which three times as many Swedes traveled to the United States than the reverse, gradually structured a dependence on the academic, economic, and technological resources of the United States.
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| 4. |
- Nodeland, Tuva Skjelbred, 1987-
(författare)
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A Battle over Children : Nonformal Education in Norwegian Uniformed Children's Organisations, 1910-1960
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A Battle over Children investigates how children became targets of political education in different uniformed children’s organisations in Norway between 1910 and 1960. Following the introduction of the Scout movement to Norway in 1910, a range of competing uniformed children’s organisations developed. Soon, Christians, communists, social democrats and national socialists were all competing for influence over Norwegian children through uniforms, rituals and loyalty oaths, adventure and outdoor life.The thesis explores what this nonformal education phenomenon can tell us about the incorporation of children into the political mass culture of the twentieth century. The emergence of uniformed children’s organisations helped reinforce and spread the idea of children as a group that could be mobilised for various social, religious and political aims. The aim of the thesis is to explain how this process of politicisation developed in Norway between 1910 and 1960. The thesis analyses how the process changed over time and was conditioned by larger political and social shifts.Inspired by Antonio Gramsci’s concept of hegemony, the thesis places the organisations as participants in a civil-society battle to shape children’s political identities. Drawing on archival material, newspapers, parliamentary debates and membership magazines, the analysis charts the development of the organisations’ battle through four chronological phases. The analysis shows how the politicisation of children between 1910 and 1960 was driven by important conflict lines in Norwegian society such as tension between the labour movement and organised Christianity. It shows how the consolidation of compulsory schooling made it all the more important for groups to secure the reproduction of values they could not be sure their children would gain in school.The findings question ideas of early-twentieth-century childhood as an innocent and protected state isolated from political life. In this research tradition, youth movements tend to be understood as disciplinary tools to make children socially useful, but not as an expression of youth’s political involvement. Instead, I argue for the need to consider how children practically engaged with politics in spaces constructed for them by adults. Taking Norway as a case of a liberal, democratising state, my study suggests that such societies in many ways behaved in similar ways to societies that developed state organisations to shape children’s political identities, only that the process took place as a battle for consent on the civil society arena rather than as a state-driven process.
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Utbildningens fostrande funktioner : Historiska undersökningar av fostran i offentliga och enskilda utbildningsinsatser
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Fostran som ett sätt att överföra kunskap och erfarenheter över generationer är något som kan sägas ha varit ständigt närvarande i mänsklighetens historia och även varit en viktig del av dess utveckling. Under de senaste århundradena har fostran i allt högre grad kommit att förknippas med utbildning även om fostran också förekommer i andra sammanhang.I denna bok behandlas utbildningens fostrande funktioner genom en rad olika historiska undersökningar av såväl offentliga som enskilda utbildningsinsatser med fokus på hur de fungerat fostrande. Detta sker inom ramen för tolv empiriska kapitel som sträcker sig från 1600-talets fostran för svenska adelspojkar till hur användningen av diagram över politiska positioner i läromedel förändrats fram till och med 2010-talet. Vidare innehåller boken en rad undersökningar vilka omfattar synen på fostran vid läroverken och dess föregångare samt studier av lärare, kristendomsundervisning, skolaga, fångvård, verksamhet för arbetarkvinnor, scouter, skolans ordningsregler och medborgarfostran vid tiden för 1980 års läroplansreform. Därutöver inleds den med en introduktion till historiska studier av fostran och avslutas med ett mer teoretiskt kapitel som sätter in de empiriska kapitlen i ett vidare sammanhang.Dessutom ger boken också en översikt över den forskning som för tillfället bedrivs inom ramen för forskningsgruppen Uppsala Studies of History and Education (SHED) vid Uppsala universitet. Därigenom är den tänkt att vara av intresse för både utbildningshistoriska forskare och personer med ett mer allmänt intresse av historia och utbildning.
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Utbildningens revolutioner : Till studiet av utbildningshistorisk förändring
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Ordet revolution avser i allmänhet en omvälvande eller grundläggande förändring som, i jämförelse med långsammare processer, sker under en kortare tid. I utbildningshistoriska sammanhang är ordet revolution användbart eftersom det riktar fokus på de övergripande och omvälvande förändringar som karaktäriserat utbildningsväsendet under de senaste trehundra åren. I vår bok presenteras analyser av ett brett urval av förändringar inom det svenska utbildningsväsendet. Antologin inkluderar kapitel om förändringar i 1800-talets skola och utbildning, däribland införandet av Läsebok för folkskolan, arbetarorganisationers fostran av demokrater, och en kritisk analys av föreställningen om 1800-talets skola som en del av en demokratiseringsprocess. Dessutom ges inblickar i 1900-talets utbildningsrevolutioner med kapitel som ägnar sig åt allt från rökrutans införande, den Nya matematiken, förskolesektorns expansion och 1990-talets utbildningsreformer.Boken har publicerats för att ge en översikt över den omfattande utbildningshistoriska forskningsmiljö som vuxit fram i Uppsala under de senaste tio åren. Den riktar sig till såväl den utbildningshistoriskt intresserade läsaren, som till en bredare historisk och utbildningsvetenskaplig läsekrets.
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