| 1. |
- Backman Prytz, Sara, 1981-, et al.
(författare)
-
Flickors och pojkars lek i dockvrå och dockskåp : Normativa förväntningar och hierarkier i förskolan vid mitten av 1900-talet
- 2023
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 41-64
-
Tidskriftsartikel (refereegranskat)abstract
- Girls’ and boys’ play in the home corner and doll house: Gendered expectations and hierarchies in Swedish preschool in the middle of the 20th centuryThis article examines children’s play in a gender stereotypical framing: the home corner and dollhouses in mid-1900’s Swedish preschool. Three different types of empirical material were analysed: a preschool teachers’ questionnaire, observation protocols from children’s play with dollhouses and complementary photographs of playing preschool children. By examining these, we have been able to identify the preschool teacher’s gender stereotyped expectations of girls’ and boys’ play and how gender stereotyped expectations of children were maintained. The children especially helped to uphold a dichotomy between girls’ and boys’ play. This dichotomy was confirmed by the fact that girls had a hierarchically superior role in the game when both girls and boys participated. Boys, on the other hand, had more space for action in the gender-stereotypically framed play, as they were not bound by play conventions in the same way as girls. Boys’ attempts at nurturing play with dolls, i.e. more femininely coded play, was disparaged by educators and other children.
|
|
| 2. |
|
|
| 3. |
- Erb, Jeannine, et al.
(författare)
-
Educational Devices : Debates and Endeavours within the Swiss Teachers’ Association SLV, 1950–1980
- 2023
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 3-26
-
Tidskriftsartikel (refereegranskat)abstract
- This article examines how and why elementary and lower secondary school teachers in Switzerland constructed audio-visual media as educational devices. The new technical solutions had to be interpreted and adapted so that they could be considered educational. The educational press and internal minutes of the Swiss Teachers’ Association SLV show the public discussions as well as internal conflicts. They allow conclusions to be drawn about the role of the teacher association in constructing educational media. They also show the part played by political and practical issues in the evaluation and development of educational media. The article ends with a conclusion that outlines the different ways in which Swiss elementary and lower secondary school teachers dealt with new teaching media.
|
|
| 4. |
- Kortekangas, Otso
(författare)
-
Controlling the “Wilderness” Through a Rationalised Reindeer Husbandry : The Establishment of the Sámi Nomad School in Sweden, 1906–1917
- 2023
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 27-39
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses the Swedish nomad school system (nomadskola, 1913–1962), targeting the children of the reindeer herding Sámi, in an environmental history perspective. Earlier research has highlighted demographics (especially social Darwinism), national economy, and reform pedagogy as the ideological foundation of the nomad school system. This article shows that the fixing of a frontier between society and wilderness was at the confluence of all of these ideas. Reindeer as a vehicle for domesticating Arctic “wilderness,” furthering economic goals in peripheries, and modernising indigenous livelihoods has been noted in the North American and Russian/Soviet contexts, as well as in Scandinavia for the second half of the 20th century. This connection has not been explicitly made in the research concerning the early years of the nomad school system. The article concludes that the Swedish government did not have the expertise to control and economically exploit the “wilderness” of the high Scandes, but the reindeer-herding Sámi did. Swedish educational authorities launched the nomad school system in order to harness this expertise and make the reindeer herding livelihood more suitable to the needs of the Swedish economy.
|
|
| 5. |
- Prytz, Johan, 1975-
(författare)
-
Towards a New Understanding of Swedish School Reforms : A Sociological Analysis of Textbooks' Role in Reforms of School Mathematics, 1919–1970
- 2023
-
Ingår i: Nordic Journal of Educational History. - : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 145-169
-
Tidskriftsartikel (refereegranskat)abstract
- This article sheds new light on the Swedish comprehensive school reform implemented in the 1960s (the Grundskolan reform) and the four decades preceding the reform. This reform was typical for the Nordic countries. The presented study concerns reforms in mathematics education and how change was initiated and driven before and during the comprehensive school reform. The analysis has a focus on the role of textbooks in educational governance. The analysis is based on Bourdieu’s field theory and concerns how a new way of preparing and driving reforms of school subjects restructured relationships between the state, textbook producers, and teachers. This article is mainly a synthesis of results from several previous studies on governance of Swedish mathematics education. The analysis reveals not only a new characteristic of the comprehensive school reform (swift and radical rather than slow and successive), but also a bottom-up movement in the school system, which has been commonly understood as top-down, very centralised, and slow moving. The results of the analysis help explain why the Swedish comprehensive school reform gained early acceptance and momentum. Another contribution of this article concerns historical textbook research, particularly regarding how fundamental changes in authorship of textbooks (from visible individual authors to anonymous collectives) can be related to educational governance and changes in power structures.
|
|
| 6. |
- Samuelsson, Johan, 1968-
(författare)
-
Skolan som försöksverkstad : Spridning av kunskap och erfarenhet av försökundervisning i svenska pedagogiska tidskrifter 1920–1960
- 2023
-
Ingår i: Nordic Journal of Educational History. - : Umeå University. - 2001-7766 .- 2001-9076. ; 10:2, s. 107-131
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the article is to look at how knowledge about experimental teaching was disseminated through educational journals 1920–1960. Throughout the period, there was an interest from teachers and schools to experiment with new ways of teaching. Educational journals had an important role here to spread knowledge from these experiences. During the interwar period, it was mainly teachers who acted as brokers and shared knowledge of their experiences from experimental teaching. The knowledge shared was often a mix of teachers’ experiences and pedagogical perspectives. During the 1950s, other brokers took up more space, such as researchers and school mangers. Although the journals shared pedagogical perspectives from different countries, rarely individual countries came into focus. Often here too it was a combination of perspectives that are presented via the articles on experimental teaching.
|
|
| 7. |
- Spjut, Lina, Fil.dr Pedagogik, 1978-, et al.
(författare)
-
Folkskoleväsende och industrialisering i norra Sverige : Relationer mellan Olofsfors järnbruk och Nordmaling socken vid organiseringen av folkskoleväsendet i 1800-talets decentraliserade skolsystem
- 2023
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 10:1, s. 65-88
-
Tidskriftsartikel (refereegranskat)abstract
- Mass-Schooling and pre-industrialisation in Northern Sweden: Relations between Olofsfors Ironworks and Nordmaling parish in the organization of Elementary schools in the 19th century decentralized school systemMass-Schooling and pre-industrialisation in Northern Sweden: Relations between Olofsfors Ironworks and Nordmaling parish in the organization of Elementary schools in the 19th century decentralized school system. From the mid-nineteenth century, Sweden went through a transformation from an agricultural to an industrial society which led to new demands on the parishes. With the First Elementary School Act in 1842, Sweden’s school system was formalised. The decentralised system formed by the First Elementary School Act, stated that every parish should establish at least one school in every parish. At this time, half of Sweden’s parishes already had some form of public schools, which were run by parishes, private organisations, donations, or pre-industrial companies, as for example Ironworks. Regardless of who ran the school, the parish was responsible and were the one who would report school results to the bishop’s office, so the relationship between the private actor and the parish was important. In this article we study how the relationship between Olofsfors Ironwork and the local parish, Nordmaling developed during the nineteenth century, and how these turbulent times affected the relationship. This is discussed in relation to earlier research and has been analysed through discourse analysis.
|
|
| 8. |
- Svonni, Charlotta, 1974-
(författare)
-
Att öka samiskt inflytande och återaktualisera traditionella kunskaper : Sák96 och den samiska utbildningsambitionen i relation till Lpo94
- 2023
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University. - 2001-7766 .- 2001-9076. ; 10:1, s. 115-143
-
Tidskriftsartikel (refereegranskat)abstract
- To increase Sámi influence and re-actualize traditional knowledge. Sák96 and the Sámi educational ambition in relation to Lpo94. Throughout history, Sámi education has been governed by a Swedish state perspective through legislation and curricula. On one single occasion, an education directive has been published in Sweden based on a Sámi perspective, namely the Sámi syllabi 1996 (Sák96). Sák96 was formed for Sámi education and worked as a complement to the curriculum for the compulsory Swedish school system in 1994 (Lpo94). This study is based on thematic analysis of Sák96 and Lpo94. The purpose is to analyse the educational ambitions in Sák96 in relation to Lpo94 as well as in relation to Sámi identities expressed in the educational ambitions. The analysis is anchored in Gert Biesta’s theories about educational domains and ambitions of education as well as concepts about identification and imagined communities. The study shows that the main ambition with Sák96 was to protect and develop Sámi culture and language in a more detailed way than Lpo94. Sák96 also included additional historical perspectives on the Swedish society’s encroachment on traditional Sámi land, more detailed knowledge of Sámi society and Sámi knowledge traditions, and a desire to create conditions for increased Sámi influence. The Sámi community appears to be closely connected to reindeer husbandry communities according to Sák96. The Sámi communities are also presented as a people divided in four countries (northern Norway, Sweden, Finland as well as Kola Peninsula, Russia) with differentiated livelihood and conditions.
|
|
| 9. |
|
|
| 10. |
|
|
