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- Larsson, Esbjörn, 1968-
(författare)
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Från adlig uppfostran till borgerlig utbildning : Kungl. Krigsakademien mellan åren 1792 och 1866
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity.This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position.Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.
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- Berry, Gustav, 1987-
(författare)
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Den självstyrda periferin : Lanthushållsundervisningen och styrningen av den svenska landsbygden, 1890-1970
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Through the formation and development of industrial societies between 1890 and 1970, rural life and agriculture in Europe were made subject to a high degree of social, economic and political planning. This phenomenon of rural governance in the age of high modernity is explored in this thesis, which analyzes the governance of the Swedish countryside through studies of rural domestic education. In this thesis, rural domestic education refers to a complex of three educational institutions. Together they formed an arrangement to shape the work and lives of rural girls and women in Sweden in order to manage larger issues connected to the fate of agriculture and rural life in industrial society. The arrangement consisted of rural vocational schools, targeting young, unmarried women; the home demonstration extension service, directed towards rural housewives, and colleges for rural domestic teacher education. By framing rural domestic education as a case of rural governance, the thesis seeks to further the discussion of rural self-governance during the period. In contrast to previous studies in the field, which have favored the agency of the modern state and the notion of high modernism, this study highlights the social dimensions of rural governance and the ambivalence and resistance to the upheavals of high modernity experienced by social groups and classes in the Swedish countryside.The aim of the thesis is to widen and deepen our understanding of rural governance in the age of high modernity. This is done by merging theoretical perspectives from modern history and the history of education and applying them to four source pluralistic empirical investigations. These investigations cover the rationales, conditions, and actors involved in the governance of the Swedish countryside through rural domestic education between 1910 and 1960.Taken together the investigations show that the attempts to govern rural Sweden by fostering rural housewives were firmly based in the countryside. They were motivated by real and imagined threats related to women’s flight from the land and carried out through cooperation between the state and rural civil society, responsible for financing respectively organizing different forms of rural domestic education. Moreover, the rationales and conditions of rural domestic education were closely tied to a social and cultural formation that used it to further its own interests, characterized in the thesis as the rural bourgeoise. Through these results the thesis shows that rural governance in the age of high modernity can be understood as reactions of social groups responding to rapid transformations of society, rather than an outcome of state intervention and the need to render agriculture and rural life legible. This new understanding has implications for our perception of rural governance as a phenomenon in modern history and presents new perspectives on the history of agricultural and domestic education for women.
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- Larsson, Esbjörn, 1968-
(författare)
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Education for National Defense : Swedish Defense Education for Secondary School Youth during WWII
- 2016
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Konferensbidrag (refereegranskat)abstract
- The links between physical education and military activities has a long tradition in Sweden, which dates back to the founder of Swedish gymnastics Per Henrik Ling (1776-1839) and his role as a teacher of physical education at the Royal Swedish War Academy. In 1863 weapons exercises was also introduced as part of gymnastics in Swedish schools and they went on until 1917, when military exercises was removed from Swedish secondary education. They then stayed discontinued until the outbreak of WWII, when the idea of a restoration of military exercises and other forms of defense education in Swedish schools were revived.This paper examines the defense service training that was introduced for both boys and girls during WWII. In 1940 the question of defense service training for children and youth surfaced again due to the escalating world war. After the issue had been investigated, an act was passed by the Swedish Parliament in the summer of 1941 and compulsory defense service training in Swedish secondary schools could commence that same autumn. The training proceeded in varying degrees at different schools until the spring of 1945 when the Parliament decided to end it. As it turned out there was no consensus in society regarding how far reaching the defense training for children and youth should be. The committee investigation preceding the decision to introduce defense service training proposed a very extensive training program. When the Parliament approved the introduction of defense training in Swedish schools, the scope of activities was decreased significantly, however. Studies of individual schools’ activities show that defense service training in some places had begun even before the fall of 1941, and some schools organized exercises that were more extensive than what the act later would require. In other schools they chose instead to downplay the purely military exercises.
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- Karlsson Sjögren, Åsa, 1966-, et al.
(författare)
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Agents and Subjects : schooling and Conceptions of Citizenship in Nineteenth-Century Sweden
- 2019
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Ingår i: History of Education. - : Routledge. - 0046-760X .- 1464-5130. ; 48:3, s. 297-316
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Tidskriftsartikel (refereegranskat)abstract
- This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship).
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