| 1. |
- Buchardt, Mette, et al.
(author)
-
“Outer space” as Cold War spirituality : Students’ drawings and texts on “life questions” in 1980s welfare-state Sweden
- 2022
-
In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 12:2, s. 138-156
-
Journal article (peer-reviewed)abstract
- Since the post-WWII space race, images of “outer space” circulated globally. Produced in late 1980s welfare-state Sweden, “beings from other planets” and artifacts related to “outer space” pops up from an archived data material consisting of 2nd to 3rd grade students’ drawings and written text. The material was created in an education development project aiming at generating knowledge about “children’s life questions” and making them part of curriculum. Drawing on history of emotions methodologies, the article explores which role “outer space” occupies in the images and narratives and what this can tell us about the transformations of the religious and spiritual and the emotional economy of late Cold War welfare-state childhoods.
|
|
| 2. |
|
|
| 3. |
- Foss Lindblad, Rita, 1953, et al.
(author)
-
Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship Education
- 2011
-
In: Bildungsgeschichte, International Journal for the Historiography of Education. - : Verlag Julius Klinkhardt. - 2192-4295. ; 2011:1, s. 74-76
-
Journal article (peer-reviewed)abstract
- IGert Biesta is in Citizenship and Education putting forwards is based on a strategy which we are titling Middle Man Theorizing, by which we mean a strategy of mobilizing theoretical insights from another domain into your own and thereby create an alternative pathway for possible conceptual renewals. The man in the middle” is the author in personal (here Gert Biesta) - the one who is giving voice of others (here Jacques Rancière and Chantal Mouffe) by stating their thoughts and ideas in order to re-conceptualizing a certain problematic (here citizenship education). This kind of middle man theorizing is very frequent in the educational field (as noted by e.g. Foss Lindblad & Lindblad, 2009 concerning the framing of educational restructuring and teaching in relation to professionalization theorizing) and has its own dynamic in terms of conceptual travelling and knowledge organization. It is our ambition to discuss this strategy, its strengths as well as its weaknesses, in relation to the Biesta text. Middle-man theorizing has a double agenda. On the one hand the stating of a problem, on the other hand the presentation of conceptual imports by means of which the problem is going to be fruitfully handled (solved, re-stated, re-conceptualised etc.). In the text by Biesta the very possibilities of education to contribute to what is called “the desire for democracy” both sets and solves the problem of citizenship education. “The “desire for democracy” could be seen as a condensed conceptual result of Biestas reading of the writings of Chantal Mouffe and Jacques Rancière. It is based on distinctions such as those between police/politics, antagonism/agonism, subject/subjectification etc., and is seen as the possible solution to the problems of democracy generally, an alternative both to “the logic of positive identity”, which is said to dominate the conceptions of citizenship, and to “the logic of socialization”, which is said to dominate the conception of education.
|
|
| 4. |
- Hedenborg, Susanna
(author)
-
The red or the blue pill : the history of education is inherently gendered
- 2018
-
In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 2018:1, s. 84-86
-
Research review (peer-reviewed)abstract
- I artikeln diskuteras och kontextualiseras Julie McLeods text "The movement of feminist and gender history in educational research" utifrån feministiska och genushistoriska perspektiv.
|
|
| 5. |
- Ideland, Malin
(author)
-
A Monster of Economization?
- 2016
-
In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 6:2, s. 236-238
-
Journal article (other academic/artistic)abstract
- I’ve spent a lot of time the last months trying to map what I have named the school’s external actor-network; companies offering to help Swedish schools with a line of experienced problems such as decreasing results in large-scale assessments, increasing segregation between schools and an educational system not preparing for a future job market. The help is said to be flexible and customized to the specific school and it often comes in the shape of coaching, digitalization or entrepreneurial learning. Always based in contemporary educational research such as John Hattie’s work, often offered by persons claiming to have many years of experience of Swedish educational system and now trying to help on a more general level through a private solution. Private companies solving the problems of public schools – is this a sign of a monster of economization terrorizing educational settings today? Or is there a monster of economization? Might it even be a savior in a time of a school that seems not to fulfill its obligations?
|
|
| 6. |
- Ideland, Malin, 1970-
(author)
-
Education, disaster capitalism and the need of distance
- 2021
-
In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 11:1, s. 70-71
-
Journal article (other academic/artistic)abstract
- In the beginning of the pandemic, ed-tech business companies mobilized to "help" schools. Through a crisis, this business sector flourished in a disaster capitalism. However, also researchers capitalized on the crisis. This short piece reflects upon how the pandemic opened up possibilities for different actors within education.
|
|
| 7. |
- Ideland, Malin
(author)
-
How PISA becomes transformed into a Nationalistic Project : Reflections upon a Swedish "School Crisis"
- 2014
-
In: IJHE Bildungsgeschichte. - : Verlag Julius Klinkhardt. - 2192-4295. ; 4:2, s. 243-245
-
Journal article (other academic/artistic)abstract
- This is a commentary of an article in the same journal, Robert Cowens "With the exception of Switzerland. Thoughts about the nation and educational research". In this article Cowen invites the reader to reconsider the notions of “nation” and “space” in educational research, in a time when comparative education and large scale assessments are colonizing the edu-political arena. From this point, I problematize the idea of international harmonization of education, and reflect upon how PISA has (even further) strengthened the idea of education as a na-tionalistic project. The main thesis is that through the rhetoric of internationalization, the nation as a unity become stabilized.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
|
|
