| 1. |
- Burke, Catherine
(författare)
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The decorated school : Cross-disciplinary research in the history of art as integral to the design of educational environments
- 2013
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 49:6, s. 813-827
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on the opening up of a new, rich seam of interdisciplinaryresearch that brings together historians of education with historians of art andarchitecture to examine the meaning and incidence of“The Decorated School”.It examines the origins of the idea of art as educator in the nineteenth centuryand discusses how ideas about the education of taste accompanied theestablishment of mass education in industrialised nations during the early part ofthe twentieth century. Some examples of Decorated Schools in Britain andEurope are discussed with reference to the nature of the international andinterdisciplinary interpretation made possible by the research network. Finally,some of the challenges of interdisciplinary research in this area are presented, aswell as rich opportunities for further exploration. The article concludes that inorder to come closer to a realisation of how pupils might have experienced TheDecorated School in the past, we need to incorporate histories of children’splay-worlds in our project.
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| 2. |
- Dugonjic, Leonora
(författare)
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"A Miniature League of Nations" : Inquiry into the Social Origins of the International School, 1924-1930
- 2014
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Ingår i: Paedagogica historica. - : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 50:1-2, s. 138-150
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Tidskriftsartikel (refereegranskat)abstract
- Today, the International School of Geneva is known as the world’s oldest and largest private international school, having opened in 1924 under the name “International School”. Many schools have attempted to foster an international environment in a general sense; this school is the first to claim an inter-national identity with reference to a specific political ideology. In this article, I argue that neither student statistics, nor official discourse, nor the individual experience of consecrated School founders can account for this claim. After careful analysis of different forms of capital invested in the School, its founding no longer appears to be a simple response to a "need" or a "demand" but a complex process of social distinction.
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| 3. |
- Evertsson, Jakob, 1975-
(författare)
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Classroom wall charts and Biblical history : a study of educational technology in elementary schools in late nineteenth- and early twentieth-century Sweden
- 2014
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 50:5, Special Issue, s. 668-684
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Tidskriftsartikel (refereegranskat)abstract
- This article considers the emergence of classroom wall charts as a teaching technology in Swedish elementary schools in the late nineteenth and early twentieth centuries, using Biblical history teaching as an example. There has been some work done internationally on wall charts as an instructional technology, but few studies have looked at their use in Sweden. With a theoretical approach informed by Martin Lawn’s understanding of teaching technologies, this article shows that wall charts became both an important teaching object and a means of introducing new pedagogical ideas. A study of the official school inspectors’ reports shows that wall charts had spread to most local schools by the end of the nineteenth century, while an analysis of Biblical history textbooks and teaching guidelines shows that visual aids were increasingly integrated into the school curriculum. The wall charts themselves were initially imported, mainly from Germany, but by the end of the nineteenth century they were being produced in Sweden for the domestic market, in keeping with the National Romantic ideals of the day as well as with the new awareness of the importance of adapting images to use in classroom teaching.
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| 4. |
- Grossberg, Michael
(författare)
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From feeble-minded to mentally retarded : child protection and the changing place of disabled children in the mid-twentieth century United States
- 2011
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 47:6, s. 729-747
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Tidskriftsartikel (refereegranskat)abstract
- American attitudes and policies toward children with disabilities changed significantly between the 1920s and the 1950s. Drawn from a larger study of the history of child protection in the United States, I argue that a redefinition of disabled children occurred in this era. Earlier fears that feeble-minded children posed a menace to American society gave way to new anxieties that mentally retarded children placed undue strains on individual families. Both concerns encouraged the segregation and often the institutionalisation of such children, but within very different class, family, medical and policy contexts and with very different results. These developments are best understood by connecting together the emerging histories of childhood and disability through the concept of policy drift.
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| 5. |
- Larsson, Anna, 1967-
(författare)
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The discovery of the social life of Swedish schoolchildren
- 2012
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Ingår i: Paedagogica historica. - : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 48:1, s. 121-135
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Tidskriftsartikel (refereegranskat)abstract
- This article demonstrates the “discovery of the social life of schoolchildren” by showing how an interest for children’s peer relations emerged in a Swedish educational and medial context. Drawing on historical and sociological childhood studies, the article analyses the concept of schoolchildren’s social life in the 1950s, 1960s and 1970s in relation to changes in education, society and behavioural science. At the centre of attention is the apparent shift around 1970, observable in new interests in bullying among school children, when peer relations, going from almost unnoticed, became, seemingly overnight, the centre of the Swedish media discussions of children and school.
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| 6. |
- Lundahl, Christian, 1972-, et al.
(författare)
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The Swedish Schoolhouse : a Case study in Transnational influences in Education at the 1870s World's fairs
- 2014
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Ingår i: Paedagogica historica. - Oxfordshire, United Kingdom : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 51:3, s. 319-334
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Tidskriftsartikel (refereegranskat)abstract
- At the world exhibitions of the 1870s Sweden displayed a schoolhouse, with examples of teaching material and student work. How did Sweden ship an entire schoolhouse to these exhibitions? What impact did the schoolhouse have on visi- tors to the exhibition? The purpose of this article is to shed light on the transna- tional influences operating between Sweden and other countries at the world fairs of the 1870s, regarding both policy and practice formation. In this paper, we will explore the exhibited school, the Swedish schoolhouse, as a major politi- cal and educational intervention in the growing market of educational goods, into the group of advanced industrial nations, and into the space of leading edu- cation nations. The schoolhouse was internally focused while at the same time demonstrating advanced education thinking, closely linked to Sweden’s national future as a leading economy. Exhibitions were not just events or spectacles. They had effects.
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| 7. |
- Qvarsebo, Jonas
(författare)
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Swedish progressive school politics and the disciplinary regime of the school 1946-1962 : a genealogical perspective
- 2012
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Ingår i: Paedagogica historica. - : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 49:2, s. 217-235
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the vision of the Swedish comprehensive school reform between 1946–1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period.
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| 8. |
- Sundberg, Daniel, 1971-
(författare)
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Review "Ökonomische strukturzyklen und internationale diskurskonjunkturen: Zur entwicklung der schwedischen bildungsprogrammatik, 1930-2000" by Florian Waldow : The politics of education, economy and international educational trends in Sweden 1930-2000
- 2010
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Ingår i: Paedagogica Historica - International journal of the History of Education. - 0030-9230. ; 46:4, s. 541-553
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- In a time when accountability and educational productivity top the agenda of educational policy-makers all over the world it is highly relevant and, indeed, necessary to question on what grounds and evidence reform proposals are constructed. In The politics of education, economy and international educational trends in Sweden 1930-2000 Florian Waldow challenges one of the central “truths” of the relationships between modern economy and education held by politicians in the Western world. The assumption of a direct connection between education and economic development is scrutinised and an alternative hypothesis, that cyclical economic crisis interplays with education reforms, is investigated. In a convincing and clearly structured argumentation combining relevant theories and rich empirical data, Waldow gives some new answers to why the idea that the relationship between education and economy can be understood and governed by rational (national) governance must be considered as a chimera. I will start the review by offering some of them. One of the major contributions, as will be highlighted later, of Waldow's analysis is the methodological approach to investigate the connections as time-bound discursive constructions that are framed in specific ways and serve particular interests. The third area that will be commented on in the following sections is the questions of periodisation and how to deal with continuities and discontinuities following longer historical trends.
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| 9. |
- Verstraete, Pieter, et al.
(författare)
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Happiness disabled : sensory disabilities, happiness and the rise of educational expertise in the nineteenth century
- 2014
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Ingår i: Paedagogica historica. - : Routledge. - 0030-9230 .- 1477-674X. ; 50:4, s. 479-493
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Tidskriftsartikel (refereegranskat)abstract
- To date, the historical entanglement of disability and happiness has not been considered an object worth of historical inquiry. Nor has the intersection of disability and emotions been used as a lens to examine the history of disability. Our paper aims at filling this academic void by analysing a wide range of philosophical, anthropological, pedagogical, popular and poetic texts dealing with the following question: ?Who is unhappiest, the blind or the deaf?? On the basis of a comparative study of Belgian, Dutch, German, Swiss, Austrian, British and American primary source material, we argue that the transformation of western concepts of happiness during the nineteenth century was reflected in attitudes towards people with sensory disabilities. If at the turn of the eighteenth century happiness was considered a sensory experience, it very soon became dependent on the intervention of an educational expert. On the basis of our source material we draw the conclusion that happiness has been an overlooked factor in the construction and problematisation of disability in western societies. Analysis of the ways in which nineteenth-century authors have dealt with this question also shows how happiness became connected to new ways of wielding power, and in particular to the rise of the educational expert.
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| 10. |
- Zetterqvist Nelson, Karin, 1960-
(författare)
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The Sandtray technique for Swedish children 1945-1960 : diagnostics, psychotherapy and processes of individualisation
- 2011
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Ingår i: Paedagogica historica. - Milton Park : Taylor & Francis. - 0030-9230 .- 1477-674X. ; 47:6, s. 825--840
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Tidskriftsartikel (refereegranskat)abstract
- The present article examines the development of a diagnostic and therapeutic technique named The Sandtray at the Erica Foundation, a privately-run child counselling service in Stockholm. Originally it was called The World, developed by the British paediatrician and child psychiatrist Margaret Lowenfeld. In the 1930s it was imported to Sweden, where it gained a central position in child psychotherapy activities. The aim of the article is to discuss how The Sandtray was utilised at the Erica Foundation, both for diagnostic and therapeutic purposes. These two approaches are also discussed in relation to Foucauldian theories of the individualisation process. In the diagnostic practice the child was individually assessed and evaluated in relation to normative standards of scientific child developmental psychology, while in the therapeutic practice the individual child was through verbalisation techniques encouraged to reflect and demonstrate introspection as a subject. Two renderings of the individualisation of children are thus discerned in the utilisation of The Sandtray, one as a result of the disciplinary regime of the diagnostic practice, another through technologies of the self in the therapeutic practice. The latter also underwent a change with respect to how children were viewed. The emphasis on notions of children as different in comparison to adults was increasingly played down to the benefit of the notion of children as being the same.
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