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Nordic Journal of Educational History Volume 3 Number 1 Spring 2016 Nordic Journal of Educational History Volume 1 Number 2 Autumn 2014 Nordic Journal of Educational History SPECIAL ISSUE: THE SIXTH NORDIC CONFERENCE ON THE J HISTORY OF EDUCATION H J Ed eISSN: 2001-9076 http://ojs.ub.umu.se/index.php/njedh N H J Ed eISSN: 2001-9076 http://ojs.ub.umu.se/index.php/njedh NH Vol. 3, no. 1 The Nordic Journal of Educational History (NJEdH) is an interdisciplinary journal dedicated to scho- larly excellence in the field of educational history. Its aim is to provide historians of education conduc- ting research of particular relevance to the Nordic region (Denmark, Finland, Iceland, Norway, Sweden and political and geographic entities including the Faroe Islands, Greenland, Sápmi and Åland) and its educational contexts with a portal for communicating and disseminating their research. The journal particularly welcomes submissions comprising comparative studies of the educational history of the- se disparate precincts. The publishing language is English and the Nordic/Scandinavian languages. The journal applies a double blind peer review procedure and is accessible to all interested readers (no fees are charged for publication or subscription). The NJEdH publishes two issues per year (spring and autumn). For guidelines on submitting manuscripts, please visit: http://ojs.ub.umu.se/index.php/njedh/about/submissions Editors Dr Sara Backman Prytz, Uppsala University, Sweden Assoc. Professor Lisa Rosén Rasmussen, Aarhus University, Denmark Review Editors Dr Henrik Åström Elmersjö, Umeå University, Sweden Dr David Sjögren, Uppsala University, Sweden Associate Editors Professor Anna Larsson, Umeå University, Sweden Dr Björn Norlin, Umeå University, Sweden Assoc. Professor Johannes Westberg, Uppsala University, Sweden Editorial Board Professor Emerita Sirkka Ahonen, University of Helsinki, Finland Professor Astri Andresen, University of Bergen, Norway Professor Emeritus Donald Broady, Uppsala University, Sweden Assoc. Professor Catherine Burke, University of Cambridge, United Kingdom Assoc. Professor Craig Campbell, University of Sydney, Australia Professor Marcelo Caruso, Humboldt University, Germany Professor Ning de Coninck-Smith, Aarhus University, Denmark Professor Emerita Christina Florin, Stockholm University, Sweden Professor Eckhardt Fuchs, Georg Eckert Institute, Germany Professor Ólöf Garðarsdóttir, University of Iceland, Iceland Professor Ian Grosvenor, University of Birmingham, United Kingdom Professor Emeritus Harry Haue, University of Southern Denmark, Denmark Professor Veli-Pekka Lehtola, University of Oulu, Finland Professor Daniel Lindmark, Umeå University, Sweden Professor Lars Petterson, Dalarna University, Sweden Professor Jukka Rantala, University of Helsinki, Finland Professor Harald Thuen, Lillehammer University College, Norway Mailing Address Email and phone Nordic Journal of Educational History Henrik Åström Elmersjö (Editorial Team) Department of Historical, Philosophical, [email protected] and Religious Studies +4690 7866816 Umeå University SE-901 87 Umeå Webpage Sweden http://ojs.ub.umu.se/index.php/njedh ISSN (online): 2001-9076 The NJEdH is published with economic support ISSN (print): 2001-7766 from NOP-HS Grant for Nordic scientific journals Table of Contents Editorial Notes from the Editors 1–2 Sara Backman Prytz & Lisa Rosén Rasmussen Articles Curriculum History in Europe: A Historiographic Added Value 3–24 Daniel Tröhler Regional Differentiation and National Uniformity: Norwegian Elementary School 25–45 Legislation in the Eighteenth and Early Nineteenth Century Tone Skinningsrud & Randi Skjelmo ”En ny musikuppfostran”: Reformpedagogiska anspråk i Siljanskolans bildnings- 47–74 innehåll Juvas Marianne Liljas Building Social Capital Through Civic Education in VET: A Comparative Study of 75–94 Finland and Luxembourg (1960–1970) Matias Gardin Samernas folkhögskola och de samiska språken 1942–1990 95–115 Johan Hansson Book Reviews Dissertations Sara Backman Prytz, Borgerlighetens döttrar och söner: Kvinnliga och manliga ideal bland 121 läroverksungdomar, ca. 1880–1930 (Uppsala: Uppsala universitet, 2014) Björn Norlin Per Höjeberg, Utmaningarna mot demokratins skola: Den svenska lärarkåren, nazismen 123 och kommunismen 1933–1945 (Lund: Lunds universitet, 2016) Janne Holmén Edited collections and series Anne Katrine Gjerøff, Anette Faye Jacobsen, Ellen Nørgaard & Christian Ydesen, Da skolen 126 blev sin egen: 1920–1970. Dansk skolehistorie 4: Hverdag, vilkår og visioner gennem 500 år, ed. Charlotte Appel & Ning de Coninck-Smith (Aarhus: Aarhus Universitetsforlag, 2014) Harald Thuen Ning de Coninck-Smith, Lisa Rosén Rasmussen & Iben Vyff, Da skolen blev alles: Efter 128 1970. Dansk skolehistorie 5: Hverdag, vilkår og visioner gennem 500 år, ed. Charlotte Appel & Ning de Coninck-Smith (Aarhus: Aarhus Universitetsforlag, 2015) Henrik Román Anna Larsson & Björn Norlin (eds.), Beyond the Classroom: Studies on Pupils and Informal 131 Schooling Processes in Modern Europe (Frankfurt: Peter Lang, 2014) Christina Florin Karen E. Andreasen, Mette Buchardt, Annette Rasmussen & Christian Ydesen (eds.), Test og 135 prøvelser: Oprindelse, udvikling, aktualitet (Aalborg: Aalborg Universitetsforlag, 2015) Christian Lundahl Nordic Journal of Educational History Vol. 3, no. 1 (2016), pp. 1–2 ISSN (online): 2001-9076 ISSN (print): 2001-7766 EDITORIAL Notes from the Editors Sara Backman Prytz Lisa Rosén Rasmussen rom August 20 to 21, 2015, the Sixth Nordic Conference on the History of Ed- ucation was held at the Department of Education, Uppsala University, Sweden. FThe conference was organised as collaboration between the Department of Educa- tion, Uppsala, NJEdH and Uppsala Studies of History and Education (SHED). The conference was a great success, gathering 150 participants from all Nordic countries in 30 sessions. In the time span from early modern to contemporary times, various forms of education, from primary and secondary school to vocational and higher education set the stage for the individual sessions. Also a range of different themes was addressed. Questions of curriculum and civic education ran through a num- ber of the sessions, but also political governance, alternative pedagogies, minority education, educational spaces and methodological approaches to the history of ed- ucation was the themes holding the different sessions together. This special issue of the Nordic Journal of Educational History holds five articles from the conference. Although far from exhausting the richness and width of the conference, the articles give an insight into some of the key issues brought into present day’s Nordic studies of educational history. History of education is a vital field in the Nordic countries, gathering research- ers from different disciplines. Interdisciplinary collaborations also seem to increase within the research area. One factor contributing to this development has been the recurring Nordic Conferences on History of Education, which has served as meeting places without disciplinary fences. To support this development, the overall theme of the conference was ”interdisciplinary perspectives”. This is also reflected in the contributions to this special issue. The opening article in this issue is a contribution from conference keynote speak- er Professor Daniel Tröhler, University of Luxembourg. The article, titled “Curric- ulum History in Europe – a Historiographic Added Value”, is based on his much appreciated keynote speech held at the conference. In this article, Tröhler emphasise the role constitutions – traditionally a concern for researchers in political science – play in the history of education. Tröhler’s article is an important contribution for researchers occupied with curriculum history. Whereas Tröhler has his background in science of education, the second key- note of the conference, Jane Humphries, is a Professor of Economic History at the University of Oxford. In her keynote Humphries took outset in her quantitative and Nordic Journal of Educational History 2016. © Sara Backman Prytz and Lisa Rosén Rasmussen. This is an Open Access article distributed under the terms of the Creative Commons CC-BY4.0 License (http://creativecommons.org/licenses/by/4.0/). 2 Editorial qualitative studies of more than 600 diaries of British workers from the 18th and 19th centuries. Her focus was on the educational possibilities offered to the working class children and the prioritisation among the workers themselves for giving their children opportunity to learn to read and write. The second article, written by Tone Skinningsrud and Randi Skjelmo, University of Tromsø, Norway, follows Tröhlers theme and presents a new approach to inter- preting a specific country’s constitution and the links to education. The authors have in this case studied Norway and the relations between regional differentiation and national uniformity, raising the question whether the constitution of 1814 implied a shift or not. Associate Professor Juvas Marianne Liljas from Dalarna University, Sweden, has written the third article: “’En ny musikuppfostran’: Reformpedagogiska anspråk i Siljanskolans bildningsinnehåll” [“A new form of musical upbringing”: Pretenses of reform pedagogy content in the Siljan school]. In the article, Liljas tracks down the impact of the reform pedagogy movements in USA and Germany on music teaching at Siljan School in Sweden in the beginning of the 20th Century. The Siljan School stands as an example of alternative pedagogy in Sweden, but Liljas
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