| 1. |
- Elenius, Lars
(författare)
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Ett nationellt metasystem för utbildning och fostran i Tornedalen
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 63-85
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Tidskriftsartikel (refereegranskat)abstract
- A national interacting metasystem of national education and fostering developed in the Finnish speaking region Tornedalen in northern Sweden from the late 19th century to the 1950s. It was not formally agreed as a deliberate education system, but was more of a tacit understanding of a common nationalistic goal within different educational institutions such as primary schools, the residential industrial schools [arbetsstugor], the folk high-schools and the different forms of explicit military education. The aim was to help the poor region economically, to spread the Swedish language and culture in the area, to break the isolation of the region through education and to integrate this geopolitically sensitive border region into the nation. The integrative phase of Swedish nationalism was a common denominator. Leading persons in the educational and fostering activities were many times the same persons. There was a consensus over party lines about the need of acculturation and assimilation of the Tornedalians. The school, the nation and the family was regarded as central concepts in the fostering of the minority into Swedish citizens. By regarding the educations in Tornealen as a metasystem of ideological influences you get an imagination of the ideological power single educations gets when interconnected as a system.
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| 2. |
- Garðarsdóttir, Ólöf, et al.
(författare)
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Changes in Schooling Arrangements and in the Demographic and Social Profile of Teachers in Iceland, 1930–1960
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:1, s. 7-20
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the demographic and social profile of primary school teachers in Iceland over half a century, beginning with the introduction of mandatory elementary school attendance in 1908, with particular focus on changes between 1930 and 1960. During this period, Iceland developed from a rural to a predominantly urban society where most children attended classes in permanent school buildings, in contrast to the ambulatory schools most common at the outset. It is our hypothesis that these rapid social changes affected the composition of the teaching corpus in many ways, particularly as regards gender and class origin. Analysis shows that in the first half of the period, female teachers were more numerous in the capital of Reykjavík, and their social and educational status was higher than teachers outside the capital. Furthermore, female teachers in Reykjavík were less likely to marry and had longer teaching careers than their male colleagues. On the whole, the share of female teachers increased considerably between 1930 and 1960, by which time it had become easier for women to combine teaching with marriage.
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| 3. |
- Hamre, Bjørn, et al.
(författare)
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The Ascent of Educational Psychology in Denmark in the Interwar Years
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 87-111
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we argue that an understanding of the interwar years and the ascent of educational psychology contribute valuable knowledge about the inner workings of modern-day education with regard to the links between society and education in general and the boundary between normality and deviation in particular. The establishment of the educational psychologist’s office at Frederiksberg in Denmark, the introduction of IQ testing, and the related psychological files of students provide an image of a period of measurement in schools during which IQ testing was decisive in decisions to transfer students to the remedial school. The testing and filing were the foremost important technologies of the period. We draw on sources that allow us to view educational psychology and testing in their local, national, and political context. The sources applied are primarily obtained from Frederiksberg City Archive that contains archives from the Educational Psychology Office.
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| 4. |
- Larsson, Anna, et al.
(författare)
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Notes from the editors
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 1-2
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Tidskriftsartikel (refereegranskat)
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| 5. |
- Ledman, Kristina, 1972-
(författare)
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Till nytta eller onytta : argument rörande allmänna ämnen i ungas yrkesutbildning i efterkrigstidens Sverige
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:1, s. 21-43
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Tidskriftsartikel (refereegranskat)abstract
- General Subjects in Vocational Education and Training in Post-War SwedenThe present article focuses on the role of general subjects in the curriculum for vocational education and training (VET) in Swedish upper secondary schools after the Second World War. It shows that a steady increase in general VET subjects as a result of Social Democratic legislation in 1968 and 1991 was interrupted by a Liberal-Conservative government bill introduced in 2009, which led to a reduction. The rhetoric of these reforms is analyzed with the intent of increasing insight into the perceived educational benefits of general subjects in VET. The study employs the analytical lens of Gert Biesta and his proposed major functions of education: qualification, socialization, and sub-jectification. The results serve to illuminate the present-day educational po-licy debate, showing that the place of general subjects in the curriculum has been motivated by the important role they play in educating youth in demo-cracy, teaching them to function effectively in an increasingly international-ized and multicultural society and economy, for their lifelong learning and for the continued economic growth of the Swedish society. With the enactment of the government bill of 2009, however, the qualifying function of general subjects in VET was devaluated. The new curriculum that followed prioritized strictly vocational skills and the transition of graduates directly into the labour market.
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| 6. |
- Lundahl, Christian
(författare)
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Progressiva koalitioner, (inter)nationella influenser och kunskapsmätningar i reformarbetet med svensk läroplan, ca 1930–1950
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:1, s. 59-79
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Tidskriftsartikel (refereegranskat)abstract
- Progressive Coalitions, (Inter)National Influences and Knowledge Assessments in Swedish Curriculum Reform, ca 1930–1950Insight gained through assessments and international precedents are two strategies typically used to reform national curricula in modern educational systems. The present article illustrates how a progressive movement in Sweden used its participation in the International Examination Inquiry, not as source of ideas or methods, but as an experience of urbanity that lent credence to its proposed solutions to national educational issues. It will be shown how this movement used the IEI to promote and establish a particular institute in Sweden, the Swedish Institute for Educational Psychology (SPPI), an institute that came to re/produce a psychology-laden educational terminology directly affecting Swedish curricula for years to come.
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| 7. |
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| 8. |
- Sandbjerg Hansen, Christian, et al.
(författare)
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The Social Making of Educational Theory : Unraveling How to Understand the Content, Emergence, and Transformation of Educational Theory
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 3-26
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the study of educational theories and ideas. Based on analyses of primarily the Danish scene, positing similarities with the other Nordic countries, we identify and investigate three main and today dominating approaches: a philosophical approach focusing on the content of the ‘great’ thinkers’ ideas, their logical-coherence and/or moral-ethical value; a historical approach centering on individuals and their educational ideas expressed as views in a realistic and contextual story; and a Foucauldian approach which analyzes educational ideas and theories through their place in power-knowledge constellations. On the backcloth of analyses of the ontology and epistemology operating in these approaches we conclude that they all ignore the systematic study of the social context in which ideas and theories are conceived and we argue for a social space and social history approach as a way to fill out this epistemological vacuum.
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| 9. |
- Skjelmo, Randi
(författare)
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Vaisenhuset og Blaagaard Skolelærerseminarium : Forbindelsen mellom to lærdomsmiljø i København omkring 1795
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 27-42
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Tidskriftsartikel (refereegranskat)abstract
- Vaisenhuset and Blaagaard teacher education institute: The connection between two learning institutions in Copenhagen about 1795Vaisenhuset (The Orphan House) in Copenhagen was established after the Nordic War (1700–1720) to take care of and educate orphans. The institution soon became a centre for the Pietists in Denmark. Blaagaard Institute was initiated by The Great School Commission and became the first government-financed teacher education in Denmark. It was established 1791 inspired by Enlightenment ideas. When The Orphan House was totally destroyed during a fire 1795, the initiative was taken to amalgamate with Blaagaard. This article answers the following questions: What kind of institution was The Orphan House in 1795? What kind of institution was Blaagaard? How was care and education for poor and orphan girls and boys planned to be realised in a new institution? Which future role was intended for The Orphan House in relation to Blaagaard?
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| 10. |
- Ullman, Annika, 1955-
(författare)
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Rektor C.J.L. Almqvist och personlighetsprincipen
- 2014
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 1:2, s. 43-61
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Tidskriftsartikel (refereegranskat)abstract
- Principal C.J.L. Almqvist and the principle of personalityThe Swedish author and visionary Carl Jonas Love Almqvist (1793–1866) was the principal for twelve years (1829–1841) of the government-initiated pilot school ”Nya Elementarskolan” (New Elementary School) in Stockholm. In this position, he argued that both the school and the state should be built on the same basic idea: the right of individual freedom. This argument is often referred to as ”personlighetsprincipen” (the principle of personality), a concept launched by another prominent figure of the liberal culture of the time, Erik Gustaf Geijer (1783–1847). This article explores how the principle of personality is expressed in the texts of Almqvist and is mainly built upon the concept’s allegorical resources. It examines the thesis that Almqvist’s use of the term is best understood if one distinguishes between the political, pedagogical, and existential dimension of the concept. The article ends with some thoughts about the context of the concept and a discussion on whether Almqvist had a greater interest in personalities than in principles.
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