| 1. |
- 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)
|
|
| 2. |
|
|
| 3. |
- Colla, Piero
(författare)
-
When myth-building meets nation-branding : Fabricating the “Swedish educational model” in French media discourse (1964-2019)
- 2020
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 7:2, s. 73-98
-
Tidskriftsartikel (refereegranskat)abstract
- The educational reforms carried out in Sweden have aroused persistent interest in the French public debate. This paper focuses on the evolution of the media's portrayal of an alleged Swedish “educational model,” by highlighting cross-national influences over an extended time horizon. The origin of a stereotype is addressed from the point of view of the interaction between the Swedish branding of its own model and the demand, on the part of French elites, for a handy reform paradigm. Two crucial phases of idealisation are identified. At first, the popularity of the Swedish experiment in education coincides with the idealisation of Sweden as a laboratory for social reform. Since 2010, TV reporting has focused on both the resistance of this myth and the diversity of its possible uses. The expansion of market-oriented principles in educational culture is stigmatised as a “betrayal” of values associated with the Swedish reform experience (pupil autonomy, inclusiveness, anti-authoritarianism), while other players-such as international ranking organisations-intervene in shaping the media image.
|
|
| 4. |
|
|
| 5. |
|
|
| 6. |
- Hellenes, Andreas Mørkved
(författare)
-
Pilgrims and missionaries of social peace : Geneva and pontigny as sites of scandinavian internationalism in late interwar Europe
- 2020
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 7:2, s. 5-29
-
Tidskriftsartikel (refereegranskat)abstract
- This article investigates two interlinked sites of Scandinavian socialist internationalism in continental Europe: the Nordic folk high school in Geneva and the humanistic centre created by French philosopher Paul Desjardins in Pontigny. Locating and situating these two nodes on the cultural-political map of late interwar Europe allows for a study of how actors from the popular movements in Denmark, Norway and Sweden mobilised educational ideals and practices to internationalise the experience of Scandinavian social democracy. The analysis shows how the transnational activities of the Nordic folk high school's study course opened up new spaces for Scandinavian internationalism. In this way, the article argues, the school represented an experiment in internationalism from below where Nordism was deployed as a cultural strategy to create international understanding for working-class Scandinavians; and created new arenas for Nordic encounters with French political and intellectual milieus that admired Scandinavian democracy and social peace.
|
|
| 7. |
- Larsen, Christian
(författare)
-
Pedagogical journeys or pleasure trips : Danish Schoolteachers’ educational journeys, 1898–1932
- 2020
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 7:1, s. 33-59
-
Tidskriftsartikel (refereegranskat)abstract
- In the last decades of the nineteenth and first decades of the twentieth centuries, a wide range of pedagogical ideas were disseminated in Denmark, influencing both primary schooling and everyday school life. Many of these ideas, along with the desire for educational reform, originated in other European countries and were transferred into a Danish context. During the period 1898–1932, the Danish Ministry of Education awarded 874 grants to Danish male and female primary schoolteachers, enabling them to embark on educational journeys at home and abroad. The author analyses these journeys as an example of educational borrowing to determine the exact nature of the new, inspirational concepts and knowledge to be acquired and to ascertain which countries were perceived as being educationally progressive. From a broader perspective, this article contributes to our understanding of how academic and professional discourses of education crossed borders and contributed to national educational systems becoming more and more alike. The article concludes that the majority of teachers wanted to embark on a Bildung journey, visiting Nordic countries and Germany, with the experience of foreign culture, language and education as their desired purpose. These teachers did not seek big changes, but rather sought to incorporate new concepts and practices into their daily work. Only a minority of the group applied for grants in order to obtain inspiration for widespread reforms or pedagogical renewal. These teachers were national experts in a particular field and belonged to a wider international group, which contributed to the construction of international grammar of school reforms.
|
|
| 8. |
|
|
| 9. |
|
|
| 10. |
- Prytz, Johan, 1975-
(författare)
-
Framing for Success : Governance of Swedish School Mathematics, 1980–1995
- 2020
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 7:1, s. 3-32
-
Forskningsöversikt (refereegranskat)abstract
- This article examines the design of the mathematics curriculum applied in Sweden between 1980 and 1995 and how this design affected student results between two international tests, SIMS1980 and TIMSS1995. During this period, the results in mathematics improved on a general level, but in some topics it did not. The results increased significantly in arithmetic, but very little in algebra. I investigate in what respect the arithmetic and algebra curricula were designed differently. The analysed materials are syllabus, commentary material, tests, and textbooks. The analysis is based on Bernstein’s theory on classification and framing. The main conclusion is that strong framing in the curriculum can be associated with better student results in TIMSS and evidence for a causal relation between these entities is presented. On the basis of my finding, I raise a critical question about the change in governing policy that took place in Sweden between 1975 and 2000.
|
|
