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- Gardin, Matias
(författare)
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Building Social Capital Through Civic Education in VET : A Comparative Study of Finland and Luxembourg (1960–1970)
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:1, s. 75-94
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Tidskriftsartikel (refereegranskat)abstract
- Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers.
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- Hansson, Johan, 1974-
(författare)
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Samernas folkhögskola och de samiska språken 1942–1990
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:1, s. 95-119
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Tidskriftsartikel (refereegranskat)abstract
- The Sami folk high school and the Sami languages 1942–1990The Swedish Mission Society – SMS (Svenska missionssällskapet – SMS), wanted to improve the opportunities’ for Sami youth in Sweden and therefore they started a folk high school (folkhögskola) for the Sami in 1942. One of the aims of SMS was to help the Sámi to preserve and develop the Sami culture and languages. Over time Sami themes, the languages being one, became more prominent at the school. However some of the problems regarding the language teaching remained: the students wanted to learn different Sami languages, their linguistic skills varied a lot, and there was not that many students who wanted to learn Sami. Despite these problems, the teaching improved over the years and the Sami folk high school remained important for the Sami people during the researched period.
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- Hellstrand, Sandra, 1983-
(författare)
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Attempting Institutional Change : Swedish Apprenticeship, 1890–1917
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:2, s. 31-53
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Tidskriftsartikel (refereegranskat)abstract
- Sweden never got an apprentice law after apprenticeship was de-regulated in 1864. This has been attributed to unified opposition to legislation from industry employers and trade unions, with the craft employers as the only advocates. Analysing the pattern of agreement and disagreement in the political struggle over apprenticeship in the Swedish case in 1890–1917, it is clear that opposition was not that uniform, nor was the support from the craft employers that undivided. This article makes use of Kathleen Thelen’s model of institutional change in order to shed new light on the developments in Sweden. The model states that any apprentice law requires a coalition of two or more out of the state, the crafts and the metalworking industries – divided into employers and workers. Legislation, in turn, is a near requirement for the survival of strong apprenticeship. In this article the Swedish case will be discussed in relation to two of Thelen’s cases, Germany and Great Britain. In Germany an apprentice law was passed in 1897, while in Great Britain no modern apprentice law was ever passed. Similarities can be found between both of these cases and the Swedish case.
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- Liljas, Juvas Marianne
(författare)
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"En ny musikuppfostran" : reformpedagogiska anspråk i Siljanskolans bildningsinnehåll
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:1, s. 47-74
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Tidskriftsartikel (refereegranskat)abstract
- "A new form of musical upbringing": Pretenses of reform pedagogy content in the Siljan schoolIn this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. The analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identified in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have affected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.
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- Lundahl, Christian, 1972-
(författare)
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Swedish Education Exhibitions and Aesthetic Governing at World's Fairs in the Late Nineteenth Century
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:2, s. 3-30
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Tidskriftsartikel (refereegranskat)abstract
- For many historians of education, the emergence of a modern education system after the mid-nineteenth century was a national and regional process, neatly and carefully closed off within the borders of the nation. However, these accounts have often disregarded the effects of the flows of cross-border ideas and technologies, such as international comparisons, lesson-drawing, policy diffusion and travel, as well as local adaptations and translations of education policy originating elsewhere. The purpose of this article is to shed light on the relations between Swedish education and the international scene when it comes to policy and practice formation. The field of study is the international World´s Fairs of 1862–1904. Looking at what Sweden displayed, and understanding how visitors perceived it, the article raises questions concerning how exhibitions like these worked as mediators of educational ideals. The focus will be on the dissemination of aesthetic ideals, and the article will show that the World’s Fairs were platforms for an aesthetic normativity that had governing effects locally as well as globally.
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