| 1. |
- Berg, Anne, et al.
(författare)
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Expanding Political Capital : Why Social Democratic Women Participated in Middle-Class Feminist Educational Organisations in Sweden c.1890–1910
- 2024
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Ingår i: History of Education. - 0046-760X .- 1464-5130. ; 53:1, s. 48-66
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to introduce a new historical explanation as to why left-wing working-class women engaged in liberal, middle-class organisations during the first wave of feminism. The article specifically deals with middle-class associations and clubs that had educational purposes. Instead of focusing on the larger explanatory scheme of the power of patriarchal societal structures or bourgeois feminisms as a hegemonic force, the account revolves around the political educational functions of liberal feminist engagement for some politically active social democratic women in Sweden. The case of social democratic women who entered the liberal middle class educational organisation Tolfterna (the Dozen) is the point of departure for a micro-historical analysis of the political capital accumulation practices that class collaboration entailed. Finally, the article explores how working-class women’s choices and actions can be considered a group-specific strategy to expand their political resources to attain what is called feminist liberal political capital.
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| 2. |
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| 3. |
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| 4. |
- Evertsson, Jakob
(författare)
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History, nation and school inspections : the introduction of citizenship education in elementary schools in late nineteenth-century Sweden
- 2015
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Ingår i: History of Education. - 0046-760X .- 1464-5130. ; 44:3, s. 259-273
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Tidskriftsartikel (refereegranskat)abstract
- It was in the late nineteenth century that teaching in Sweden?s elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education during this period. In Sweden, however, the practice of inspection has not been explored at any length. This article therefore considers the part played by school inspections in the implementation of a more extensive curriculum in Swedish elementary schools in the period 1860?1900, with a particular focus on the subject of history, using a study of inspection reports from the diocese of Uppsala. It is argued that school inspectors had a key role in initiating reform at the local level, but also that the move towards broader-based citizenship education was not a simple, straightforward process.
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| 5. |
- Evertsson, Jakob, 1975-
(författare)
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School inspection and state-initiated professionalisation of elementary school teachers in Sweden, 1861–1910
- 2022
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Ingår i: History of Education. - : Taylor & Francis. - 0046-760X .- 1464-5130. ; 51:4, s. 500-521
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the role of school inspection in the early (1861–1910) professionalisation of Swedish elementary school teachers. International research on school inspection has focused oneducational reform, but rarely on the role of inspection in teachers’ theoretical and practical development. The paper’s theoretical assumption is that school inspection was initiated by the Swedish state as part of its effort to professionalise teaching in the 1860s. Using inspectors’ reports, the paper examines two specific areas: (1) the quality of teaching observed in the classroom and inspectors’ recommendations for improvement, and (2) the development of teachers’ seminars and continuous pedagogic development. The results demonstrate that, although faced with various challenges, inspectors contributed to teacher development, indicating the benefitof state intervention in elementary school education.
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| 6. |
- Furuhagen, Björn, 1961-, et al.
(författare)
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The ideal teacher : orientations of teacher education in Sweden and Finland after the Second World War
- 2019
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Ingår i: History of Education. - : Routledge. - 0046-760X .- 1464-5130. ; 48:6, s. 784-805
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Tidskriftsartikel (refereegranskat)abstract
- There are many similarities between the Nordic countries of Sweden and Finland, but they have made different decisions regarding their teacher-education policies. This article focuses on how the objectives of teacher education, particularly the vision of the ideal teacher, have changed in Sweden and Finland in the period after the Second World War. In Finland, the period since the 1960s can be described as a gradual scientification of teacher education. The image of the ideal teacher has transformed according to a research-based agenda, where teachers are expected to conduct minor-scale research in the classroom. In Sweden since the 1980s, on the other hand, teacher education has oscillated between progressivist and academic orientations, following shifts in government between the Social Democratic Party and the centre-right. Since the turn of the millennium, however, a consensus in favour of a strengthened research base of teacher education has also emerged in Sweden.
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| 7. |
- Grosvenor, Ian
(författare)
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Back to the Future or Towards a Sensory History of Schooling
- 2012
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Ingår i: History of Education. - : Routledge. - 0046-760X .- 1464-5130. ; 41:5, s. 675-688
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Tidskriftsartikel (refereegranskat)abstract
- This conjectural essay was originally written for a symposium Historiography of the future: Looking back to the future held at the International Standing Conference for History of Education (ISCHE) 33, July 2011, San Luis Potosi, Mexico. organised by Kate Rousmaniere and Frank Simon Participants were asked to envision future challenges for the discipline and to imagine what innovations and new interests would arise in the next 30 years. Written from the vantage point of 2041 the essay describes scholarship and methodological approaches used by historians of education to explore the history of the senses.
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| 8. |
- Hallström, Jonas, 1969-
(författare)
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Technical Knowledge in a Technical Society : Elementary School Technology Education in Sweden, 1919-1928
- 2009
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Ingår i: History of Education. - London : Taylor & Francis/Routledge. - 0046-760X .- 1464-5130. ; 38:4, s. 455-474
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify a technical domain of knowledge in the curriculum of the Swedish elementary school and views on elementary school technology of two interest groups – school teachers and engineers. Gradually during the early to mid-1920s there was increased technical content in the Swedish elementary school, if we look at the new curriculum, in-service education and stakeholders’ views. The main reasons for this were, first of all, that the first decades of the twentieth century witnessed industrial growth with accompanying technification of large parts of society including the school. Second, the curriculum of 1919 had a broader technical content than earlier curricula, and thus mirrored the societal changes. Third, vocational secondary schools led to new requirements in respect of elementary technology education. Representatives of the Government were prime movers in enhancing the significance of technology in school together with teachers, while engineers generally showed little interest.
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| 9. |
- Hallström, Jonas, 1969-
(författare)
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'To hold the subject's territory' : The Swedish Association of Biology Teachers and two curricular reforms, 1960-1965
- 2010
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Ingår i: History of Education. - London : Routledge. - 0046-760X .- 1464-5130. ; 39:2, s. 239-259
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to investigate and analyse the cultural boundaries of school biology, and to a certain extent the natural science subjects in general, in two Swedish curriculum reforms, from the viewpoint of the Swedish Association of Biology Teachers (ABT). Thomas Gieryn’s concept of boundary‐work is thus used in analysing how the ABT acted to ‘hold the subject’s territory’. The ABT had substantial influence on the content of the new biology curricula, although this was sometimes achieved after internal conflict and required support from other actors, especially university biologists. Upper secondary biology had the highest status and was seen as a science, related to modern biological research and curriculum development, particularly in the USA. Despite the efforts of the ABT boundary‐work was unsuccessful in respect of the timetable; the natural science subjects were reduced both at the lower and upper secondary level, in contrast to what happened in many other Western countries.
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| 10. |
- Hammar, Isak
(författare)
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A conflict among geniuses : challenges to the classical paradigm in Sweden, 1828–1832
- 2019
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Ingår i: History of Education. - 1464-5130. ; 48:6, s. 713-730
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Tidskriftsartikel (refereegranskat)abstract
- This article examines challenges to the classical paradigm of education in Sweden that followed in the wake of state-initiated attempts at school reform in the first decades of the nineteenth century. When the internal disputes of the so-called ‘Genius Committee’ resulted in a failure to overcome the increasing divide between reformers, a prolific opportunity to argue the value of practical subjects and natural science arose. This article demonstrates that this conflict over knowledge was characterised by a humanistic consensus that rested on the idea of formal education as well as on the shared commitment to a moral education. As a result, challengers attempted to attribute the same value that gave classical study its supremacy over their rival subjects. The article argues that this aspect of the European educational debates is an overlooked key to understanding the continued relevance of classical education throughout the nineteenth century.
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