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Träfflista för sökning "L773:2001 7766 OR L773:2001 9076 "

Sökning: L773:2001 7766 OR L773:2001 9076

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  • Andersson, Daniel, 1993- (författare)
  • Revising Swedish christianisation : History mediation in research and school, 1915–1996
  • 2022
  • Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 9:2, s. 85-106
  • Tidskriftsartikel (refereegranskat)abstract
    • This article examines history mediation and the relationship between education and academia. The aim is to investigate historical representations of the Christianisation in Sweden from 1915 to 1996, by doing a comparative analysis of the content in research publications and history textbooks for upper secondary school (or the equivalent). The research field and the textbooks are perceived as two different knowledge arenas. The analysis shows how the two arenas are more harmonious and consistent in their representations of Christianisation during the early twentieth century. In the mid-twentieth century, the arenas deviated from each other for an extended period, before finally becoming more unitary again by the end of the century. The impact of the schools’ steering documents, as well as the distinctiveness of the two arenas, seems to constitute the conditions for inconsistencies between them at different times. The analysis also suggests that the educational applicability of the knowledge content in contemporary research, likewise impacts the relationship between the two arenas.
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  • Andreasen, Karen E., et al. (författare)
  • The Development of Home Economics as a Field of Knowledge and its Contribution to the Education and Social Status of Women
  • 2022
  • Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 9:2, s. 63-84
  • Tidskriftsartikel (refereegranskat)abstract
    • Denmark underwent major changes in the 1800s and the first part of the 1900s, which affected the role of education in the lives of women. Until then, women in Denmark had primarily worked as homemakers with few academic opportunities; but from the early 1900s, home economics developed as a field of knowledge, and several schools of home economics appeared across the country. Several factors contributed to and influenced this development. Focusing on the period 1890–1940, which was particularly important to the development of this knowledge field in Denmark, we consider the interests promoting the growth of this field of knowledge, its educational content, and the contradictory meaning it had for the social status of women. On the one hand, the development of home economics contributed to turning home duties into an educational and occupational area, preparing for a welfare state making the private sphere a public matter. On the other hand, it tied women to the private sphere and prevented their influence in the public sphere.
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  • Angell, Svein Ivar (författare)
  • Editorial: Notes from the editor
  • 2020
  • Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 7:2, s. 1-3
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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  • 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.
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