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| 2. |
- Boge, Cecilie, et al.
(författare)
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Understanding pupil violence : Bullying theory as technoscience in Sweden and Norway
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:2, s. 131-149
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Tidskriftsartikel (refereegranskat)abstract
- Around 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience.
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| 3. |
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| 4. |
- Karlsson, Tobias, et al.
(författare)
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Vocational Education and Industrial Relations : Sweden 1910–1975
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:1, s. 27-50
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Tidskriftsartikel (refereegranskat)abstract
- In this article we discuss vocational education in Sweden against the backdrop of the changing nature of industrial relations in the period from ca 1910 to 1975. Drawing upon evidence from official inquiries and case studies of two industries (forest industry and shipbuilding), we show that Sweden in the 1940s and 1950s can be described as a collective skill formation system in the making, where firms, intermediary associations, and the state cooperated around vocational education and training. However, Sweden developed in a very different direction than similar countries. We argue that this remarkable change of trajectory cannot be understood without considering the simultaneous disintegration of the model of industrial relations, along with general changes in the system of education.
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| 5. |
- Lundberg, Björn
(författare)
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Discipline and Punish at Camp : Citizenship and the Issue of Violence at a Swedish Boy Scout Camp
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umea University Library. - 2001-9076 .- 2001-7766. ; 5:2, s. 93-110
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Tidskriftsartikel (refereegranskat)abstract
- This article examines reports of physical punishment at the national Swedish Boy Scout camp Åvatyr in 1950. The Swedish newspapers Dagens Nyheter and Expressen described the events in terms of bullying and violence, while the camp directors declared that the reports were merely exaggerated accounts of innocent pranks and practical jokes. This article draws information from newspaper articles, Scout magazines and archival sources to discuss how the incidents at the Åvatyr camp tapped into a debate on disciplinary measures against children in Sweden. The analysis also concerns how these acts of punishment related to the Boy Scouts’ scheme of citizenship instruction. Finally, the long-term effects of this purported scandal are evaluated, including a call for reform of masculinity and citizenship ideals within the Boy Scout movement during the following decade.
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| 7. |
- Norlin, Björn, 1976-
(författare)
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Exploring Violence(s) in the History of Education
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:2, s. 1-15
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Nyyssönen, Jukka
(författare)
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Narratives of Sámi School History in Finland : The Histories of Assimilation Made Visible
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:1, s. 97-114
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses narratives that have been produced about the Sámi school experience in Finland. The sources consist of studies in Sámi school history and history of education in Finland, as well as in pedagogical studies made since the 1980s, comparing the narratives found in each case. The narrative of assimilation dominates the field for good, historically verifiable reasons. This genre of studies is contextualised and discussed in relation to the national development of Sámi tuition, the Sámi movement and international studies of history of education. The late emergence of this genre in Finland is evident in the approaches to bringing these affecting and usable histories to light, while the multiplicity of the historical voices in this field is only now emerging.
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| 9. |
- Puranen, Karoliina, et al.
(författare)
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Gradual Changes to Discipline : A Case Study of Punishment Records and Corporal Punishment in Three Schools in Finland After the 1872 School Order Act
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:2, s. 67-92
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Tidskriftsartikel (refereegranskat)abstract
- Punishment and violence in the history of education have been covered in numerous scholarly works, but most of them have relied heavily on what might be considered normative sources such as regulations, legislation, other studies in the history of education, various instructions, manuals, and guidebooks. The history of education in Finland, as elsewhere, would have us believe that punishment practices in general changed drastically, and that corporal punishment in particular had been dropped by the late nineteenth and early twentieth centuries, as proscribed in secondary schools by the School Order Act of 1872. We argue, however, that this was not always the case, especially when certain empirical sources that have often been overlooked—such as school punishment records—are taken into account. We use these sources to explore whether punishments in general, and corporal in particular, continued to be administered all the same after 1872. Our hypothesis is that the “cultural shift” regarding this issue was more gradual and complex than previously assumed. The administering of punishments, corporal or otherwise, clearly continued after the legislation had changed, regardless of whether contemporary educationalists were recommending other means of managing pupil behaviour. For instance, it remained culturally acceptable, at least for secondary schools, to “chastise” pupils (to send them home for corporal punishment). Our findings add to the existing knowledge on punishment practices and provide valid grounds for re-evaluating research on the matter.
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| 10. |
- Qvarsebo, Jonas
(författare)
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Fabricating and Governing the Swedish School Pupil : The Swedish Post-War School Reform and Changing Discourses of Discipline and Behaviour
- 2018
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Ingår i: Nordic Journal of Educational History. - Umeå : Nordic Journal of Educational History. - 2001-7766 .- 2001-9076. ; 5:2, s. 111-130
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the dominant discourses of behaviour and discipline in the debate on schooling and the conduct of school pupils in Swedish professional teacher journals between 1946 and 1962, the formative years of the Swedish comprehensive school. Drawing from the theoretical framework of discourse, governmentality and the fabrication of the subject developed by Michel Foucault, the fabrication and governing of the school pupil is highlighted and analysed. The findings of the study are related to historical research of the period as well as Foucauldian studies where a historical shift of perspectives on discipline and behaviour in the school have been proposed. The result is a detailed analysis of the fabrication and governing of the subject within the dominant discourses of behaviour and discipline during the period, as well as a critical nuancing of the idea of this historical shift.
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