PETER CELSING EN EL COMPLEJO DE SERGELS TORG La Casa De La Cultura De Estocolmo

Total Page:16

File Type:pdf, Size:1020Kb

PETER CELSING EN EL COMPLEJO DE SERGELS TORG La Casa De La Cultura De Estocolmo DEPARTAMENTO PROYECTOS ARQUITECTÓNICOS Escuela Técnica Superior de Arquitectura PETER CELSING EN EL COMPLEJO DE SERGELS TORG La Casa de la Cultura de Estocolmo TESIS DOCTORAL DANIEL FERNÁNDEZ-CARRACEDO PÉREZ. Arquitecto CODIRECTORES JOSÉ MANUEL LÓPEZ-PÉLAEZ MORALES Y LUIS MARTÍNEZ SANTA-MARÍA. Doctores arquitectos 2015 Índice Agradecimientos ........................................................VII Resumen ............................................................. IX Abstract .............................................................. XI PRÓLOGO Interés particular y general ................................................XV Hipótesis y objetivo.....................................................XVII Metodología ..........................................................XIX Fuentes ............................................................. XXIII INTRODUCCIÓN ....................................................... XXIX 1. APRENDIZAJE 1.1 Los maestros y los viajes .............................................. 3 1.2 Búsquedas y tentativas............................................... 31 2. OBRA 2.1 El concurso y el proyecto ganador ..................................... 101 2.2 El Moderna museet de Sergels torg .................................... 161 2.3 La Casa de la Cultura y el Parlamento .................................. 229 3. MADUREZ 3.1 Hierros en el fuego ................................................. 309 3.2 Caminos paralelos.................................................. 359 4. CONCLUSIONES ..................................................... 407 Conclusions ......................................................... 419 5. BIBLIOGRAFÍA Bibliografía esencial / específica.......................................... 432 Bibliografía general .................................................... 435 6. ANEXO Cronología de Peter Celsing y su obra ..................................... 442 Cuadro temporal y de proyectos ......................................... 450 Procedencia de las imágenes ............................................ 452 Agradecimientos Quisiera tener un gesto de gratitud hacia todas las personas que me han ayudado a sacar adelante esta tesis. Como la lista de reconocimientos sería muy larga y supongo tediosa, la voy a centrar en aquellos que me han podido prestar su auxilio a nivel profesio- nal. Silvia, mis padres y otros miembros de mi familia, así como mis amigos, dentro y fue- ra del ámbito de la arquitectura, saben lo importante que ha sido su apoyo durante este tiempo, y ya les he dado las gracias personalmente. En especial, me siento agradecido con Johan y Maria, los hijos de Peter Celsing, que me han abierto las puertas del archivo familiar sin el cual esta tesis no habría sido la mis- ma. Igualmente sucede con sus antiguos colaboradores, quienes me han proporcionado testimonios fundamentales para verificar la hipótesis de esta investigación. Agradezco a mis directores, José Manuel López-Peláez y Luis Martínez Santa-María sus oportunas recomendaciones y su guía. Su apoyo durante estos años y la experien- cia investigadora, que ambos me han aportado, fueron claves en los momentos de duda. A las instituciones a las que me he dirigido durante este tiempo y que me han facilitado la documentación y las gestiones necesarias para llevar a término este trabajo. El listado de nombres sería igualmente extenso, aunque me gustaría destacar, por su dedicación y agradable acogida, a las personas que me han auxiliado en el Departamento de Proyec- tos Arquitectónicos, en la Subdirección y en la Biblioteca de la ETSAM; en el Rectorado de la UPM; en la Biblioteca del COAM; en la Escuela de Arquitectura de la KTH y en su Bi- blioteca; en el Archivo Municipal de Estocolmo; en la Biblioteca del Museo Municipal, en el Archivo de la Casa de la Cultura y en el Archivo del Arkitekturmuseet. No querría cerrar estas notas de agradecimiento sin aludir a todos lo que han dedicado su vida a la docencia, y que han sido siempre mi estímulo para seguir adelante. Muchas gracias por vuestro ejemplo. VII Resumen La tesis «Peter Celsing en el complejo de Sergels torg. La Casa de la Cultura de Estocolmo» intenta profundizar en la obra de este autor, en sus conexiones con otras arquitecturas y ar- quitectos de su entorno físico y temporal, que constituye uno de los episodios más interesan- tes y menos conocidos de la arquitectura nórdica. El objeto particular de estudio es la Casa de la Cultura dentro del complejo de Sergels torg como pieza clave que marca un antes y un después en su trayectoria. Se observa un proceso de desarrollo constante, que se fue ges- tando paulatinamente, y que en este ejercicio alcanza su punto álgido. Además, los proyec- tos que coexistieron con su evolución, y los posteriores, filtraron las inquietudes latentes del mayor reto al que se había enfrentado, dando pie a resultados novedosos en su producción. La investigación se estructura en tres capítulos. El primero, «Aprendizaje», examina sus experiencias de juventud, viajes de estudios y lecciones de sus maestros; así como sus inicios profesionales en el proyecto de restauración de la catedral de Uppsala y en sus iglesias junto a Lewerentz. En ese periodo prima lo formal y escultórico, el hormigón y el ladrillo artesanal, y como referencia Le Corbusier y la capilla de Ronchamp. El segundo capítulo, «Obra», estudia el concurso que da origen a la Casa de la Cultura, su proceso de gestación y diseño, y las modificaciones posteriores durante su construcción. De repente emergen las cualidades espaciales y los sistemas estructurales aprendidos de Mies en el Crown Hall de Chicago, la gran escala de la metrópoli y las soluciones industriales ligeras. El tercer capítulo, «Madurez», sirve de cierre, y revisa su trayectoria posterior con relación a la obra referida. Tras este edificio, el diseño de las propuestas se vuelve más abstracto y sencillo, gana en autonomía, rotundidad, atrevimiento y carácter. Las conclusiones verifican el cambio de actitud y de paradigmas. Hay elementos como las distorsiones y los contrastes, aprendidos en sus primeros años de formación y junto a Lewerentz, si bien es cierto que ahora han aumentado proporcionalmente al tamaño de sus intervenciones e incluso se observan en el detalle, como sucede en el encuentro de los ma- teriales y su montaje. Su visión, su punto de vista se eleva, y como consecuencia sus edifi- cios adoptan una volumetría compacta y unitaria. Cada nuevo trabajo sintetiza un enfoque más universal y abierto en conceptos y metodología respecto a los planteamientos de sus coetáneos suecos. Sus preocupaciones nos hablan de un arquitecto consciente de su tiem- po y cuya arquitectura final mira ya al siglo XXI. IX Abstract The thesis «Peter Celsing in the complex of Sergels torg. The House of Culture in Stoc- kholm» delves deeper into the work of this author, in his connections with other architec- tures and architects of his physical and temporal surroundings, which is one of the most interesting and least known episodes of Nordic architecture. The particular focus of this study is how the House of Culture, a key point within the complex of Sergels torg, marks a before and after in his career. There is an observable process of constant development, which was growing steadily, and reaches its critical point in this exercise. In addition, the projects that coexisted during his evolution and those that came before, reveal latent con- cerns leading up to the biggest challenge he would face, ultimately giving way to new de- velopments in his work. The study is divided into three chapters. The first, «Learning», examines his experiences as a youth, academic trips and lessons from his masters; as well as his professional be- ginnings alongside Lewerentz in the restoration project of Uppsala Cathedral and his chur- ches. In that period the formal and sculptural were given preference, also concrete and handmade brick. And as reference, there is Le Corbusier and the chapel at Ronchamp. The second chapter, «Work», studies the competition that gives rise to the House of Cul- ture, the gestation process and design and subsequent amendments during its construc- tion. Suddenly the spatial qualities and structural systems learned from Mies in Crown Hall of Chicago emerge, the large scale of the metropolis and light industrial solutions. The third chapter, «Maturity», serves as the closure and examines his subsequent career in re- lation to said work. After this building, the design of his proposals become more abstract and simple, gaining autonomy, firmness, boldness and character. The conclusions verify the change in attitudes and paradigms. There are elements such as distortions and contrasts, learned in his early years of training and with Lewerentz, that have now undeniably increased in proportion to the size of his involvement and can even be observed in detail, as so happens in the joining of materials and assembly. His vision, his point of view is heightened, consequently his buildings adopt and the piece adopts a single and compact volume. Each new work synthesizes a more universal and open focus in con- cepts and methodology regarding his contemporary in Sweden. His concerns speak of an architect aware of his time and whose final architecture now looks toward the 21st century. XI PRÓLOGO Interés particular y general Mi interés por la obra de Peter Celsing surgió al visitar por primera vez la Casa de la Cultura de Estocolmo. Me llamó la atención la escala, la transparencia, el espacio diáfa- no y continuo, así como
Recommended publications
  • Equity in Education Thematic Review
    EQUITY IN EDUCATION THEMATIC REVIEW SWEDEN COUNTRY NOTE Ides Nicaise Gosta Esping-Andersen Beatriz Pont Pat Tunstall Review visit: February 2005 1 TABLE OF CONTENTS 1. INTRODUCTION ...................................................................................................................................... 3 1.1 Objectives and organisation of the thematic review......................................................................... 3 1.2 Participation of Sweden in the review.............................................................................................. 4 1.3 Structure of the paper ....................................................................................................................... 4 2. BACKGROUND INFORMATION – THE GENERAL CONTEXT ........................................................ 5 2.1 Sweden: a strong egalitarian tradition .............................................................................................. 5 2.2 Educational achievement, attainment and literacy levels................................................................. 6 2.3 The educational system and recent policy reforms .......................................................................... 9 2.4 Structure of the school system........................................................................................................ 10 2.5 Conclusion – issues for debate ....................................................................................................... 13 3. THE CONCEPT OF EQUITY IN THE SWEDISH
    [Show full text]
  • Integration of Migrants in the Swedish School Education and Higher Education Systems NESET II Ad Hoc Question No
    Migration and Education in Sweden: Integration of Migrants in the Swedish School Education and Higher Education Systems NESET II ad hoc question No. 3/2017 By Prof. Nihad Bunar, Stockholm University Migration and Education in Sweden: Integration of Migrants in the Swedish School Education and Higher Education Systems CONTENTS CONTENTS ......................................................................................................................................... 2 Introduction ...................................................................................................................................... 3 General Statistics, Educational System and Definitions ..................................................................... 3 Main relevant policy initiatives, reforms, measures ............................................................................ 4 Policy changes .................................................................................................................................... 4 Measures and reforms ....................................................................................................................... 5 Validation and Fast-track – the role of higher education in the integration of newly-arrived .......... 7 Main policy challenges ....................................................................................................................... 9 Assessment of relevant policy initiatives and reforms....................................................................... 12 Identification
    [Show full text]
  • SWEDEN Key Contextual Data
    SWEDEN Key Contextual Data Compiled by Inge Schreyer and Pamela Oberhuemer The authors would like to thank Maelis Karlsson Lohmander for reviewing the text and providing additional information. Citation suggestion: Schreyer, I. and P. Oberhuemer. 2017. “Sweden – Key Contextual Data”. In Workforce Profiles in Systems of Early Childhood Education and Care in Europe, edited by P. Oberhuemer and I. Schreyer. www.seepro.eu/English/Country_Reports.htm Funded by: Sources are outlined at the end of each section. Full details of all sources are to be found in the ref- erences section at the end of the key contextual data profile. Individual statistical data used in ta- bles are indicated by an asterisk*, both in the table and in the sources. Early childhood education and care ECEC system type and auspices Sweden has a unitary system of early childhood education and care with three main levels of gov- ernment: national, regional (county) and local (municipality). At the national level, since 1996, both centre-based and home-based provision for children aged 1 to under 7 years come under the auspices of the Ministry of Education and Research (Utbildningsdepartementet). Through the Swedish National Agency for Education (Skolverket), the main administrative body at the national level, the government is responsible for setting out policy goals and guidelines and funding frameworks relating to early childhood provision. However, the system itself is highly decentral- ised. At the local level, the 290 municipalities (kommuner) are responsible for the planning and or- ganisation of public ECEC provision and for ensuring that the relevant steering documents are im- plemented.
    [Show full text]
  • Compulsory Schooling Reforms in Sweden
    DISCUSSION PAPER SERIES IZA DP No. 10430 The Sooner the Better? Compulsory Schooling Reforms in Sweden Martin Fischer Martin Karlsson Therese Nilsson Nina Schwarz DECEMBER 2016 DISCUSSION PAPER SERIES IZA DP No. 10430 The Sooner the Better? Compulsory Schooling Reforms in Sweden Martin Fischer Nina Schwarz University of Duisburg-Essen and RGS Econ University of Duisburg-Essen Martin Karlsson University of Duisburg-Essen and IZA Therese Nilsson Lund University and IFN DECEMBER 2016 Any opinions expressed in this paper are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but IZA takes no institutional policy positions. The IZA research network is committed to the IZA Guiding Principles of Research Integrity. The IZA Institute of Labor Economics is an independent economic research institute that conducts research in labor economics and offers evidence-based policy advice on labor market issues. Supported by the Deutsche Post Foundation, IZA runs the world’s largest network of economists, whose research aims to provide answers to the global labor market challenges of our time. Our key objective is to build bridges between academic research, policymakers and society. IZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author. IZA – Institute of Labor Economics Schaumburg-Lippe-Straße 5–9 Phone: +49-228-3894-0 53113 Bonn, Germany Email: [email protected] www.iza.org IZA DP No. 10430 DECEMBER 2016 ABSTRACT The Sooner the Better? Compulsory Schooling Reforms in Sweden* This paper evaluates the impact on earnings, pensions, and other labor market outcomes of two parallel educational reforms increasing instructional time in Swedish primary school.
    [Show full text]
  • Architectural Research in Sweden After Le Corbusier's Projects
    DOI: http://dx.doi.org/10.4995/LC2015.2015.893 Experimenting with prototypes: architectural research in Sweden after Le Corbusier’s projects I. Campo-Ruiz Escuela Técnica Superior de Arquitectura de Madrid, Universidad Politécnica de Madrid Abstract: Le Corbusier’s architectural production throughout the twentieth century served as a reference for subsequent developments in architecture and urban planning in Sweden. Some of the buildings and urban plans subsequently developed in Sweden and influenced by Le Corbusier’s ideas and projects also impacted on the international architectural scene. This research analyses how the study of Le Corbusier’s works affected projects in Sweden from the 1920s to the 1970s and how they also became an international standard. Le Corbusier’s works provided a kind of prototype, with which Swedish architects experimented in alternative ways. During the 1920s, Le Corbusier’s Pavilion de l’Esprit Nouveau and the Stuttgart Weissenhofsiedlung impressed influential Swedish architect, including Uno Åhrén, Gunnar Asplund and Sven Markelius, who later became proponents of modernism in Sweden. The 1930 Stockholm Exhibition marked a breakthrough for functionalism in Sweden. After 1930, urban plans for Stockholm and its suburbs reflected some of Le Corbusier’s ideas, such as the urban plan by Sven Markelius, and Vällingby’s town centre by Leif Reinius and Sven Backström. After 1950, Léonie Geisendorf , Ralph Erskine, Sigurd Lewerentz and Peter Celsing placed considerable emphasis on rough texture in poured concrete. Lewerentz, who admired the works of Le Corbusier, designed the churches of Markuskyrkan in 1956 and St Peter’s in Klippan in 1966, with a wider international impact.
    [Show full text]
  • Perspectives on English Language Education in Sweden
    四天王寺大学紀要 第 52 号(2011 年 9 月) Perspectives on English Language Education in Sweden Koji IGAWA & Shigekazu YAGI [Abstract] This is a literature review on current situations of English language education at compulsory schools in Sweden. By examining a variety of literature, the study is to investigate the 9-year English education system in Sweden’s compulsory primary schools (ages 7 - 16) as well as to explore the issue from the following four (4) diverse perspectives that are supposed to impact English education in Sweden: (1) Linguistic affinities between L1 (First Language: Swedish) and TL (Target Language: English), (2) Swedish culture’s historical compatibilities with and current assimilation by Anglo-American culture, (3) Language policies motivated by Sweden becoming a member of the European Union (EU) in 1995, and (4) EU’s recommended language teaching approach of “Content and Language Integrated Learning” (CLIL). A brief set of implications for English language education in Japan are gleaned from the results of this study. [Keywords] English Education in Sweden, EU’s Language Policy, CLIL I. Introduction The harmonious co-existence of many languages in Europe is a powerful symbol of the European Union's aspiration to be united in diversity, one of the cornerstones of the European project. Languages define personal identities, but are also part of a shared inheritance. They can serve as a bridge to other people and open access to other countries and cultures, promoting mutual understanding. A successful multilingualism policy can strengthen life chances of citizens: it may increase their employability, facilitate access to services and rights and contribute to solidarity through enhanced intercultural dialogue and social cohesion.
    [Show full text]
  • The Case of Swedish Civics Education
    CHAPTER 8 Walking the Tightrope: The Case of Swedish Civics Education JOHAN SANDAHL Introduction1 In a recent editorial in one of Sweden’s main newspapers the political journalist Dilsa Demirbag-Sten complains about a shift in civic engagement during the last 40 years. What she remembers from the 1970’s is a citizenship aiming at change and engagement, whereas contemporary engagement is characterized “by a will to describe and ‘problematize’ reality”, but this approach achieves nothing but “empty talk” (Demirbag-Sten 2013). This debate on changes in civic engagement has been reoccurring in most western societies and many times from a youth perspective. In academic research there has been a growing interest to study youths’ political attitudes, values and participation, and their relationship to civic education in school (Ekman & Pilo 2012, Olson 2012). The general concern have been described by Ekman (2013): young people are becoming increasingly disengaged by politics (Cf. Dalton 2004) and that schools’ civic education in all 1 The theoretical approaches in the conference paper have been used together with empirical studies in a later article; published in Nordidactica 2013:1, see Sandahl (2013). 170 JOHAN SANDAHL western countries fail in their role to prepare young citizens for an engaged life in democracy. There are those who have contested this image by emphasizing that western democracies have undergone changes as societies and that citizens engage in new ways compared to some imagined “golden age” of democracy in the west. Some of these identified changes have been an increasing individualization with “political consumption”, rather than faithful voting, and that citizens take democracy for granted and therefore do not feel a strong need to participate (Putnam 2000, Micheletti 2010, Dalton 2004).
    [Show full text]
  • Refugee Education in Sweden 2018
    PERAE E SIRIUS - Policy Network on Migrant Education MULTI-COUNTRY PARTNERSHIP TO ENHANCE THE EDUCATION OF REFUGEE AND ASYLUM-SEEKING YOUTH IN EUROPE – PERAE Refugee Education in Sweden 2018 Monique Denkelaar Fryshuset i Hammarby Stockholm Mårtensdalsgatan 2 – 8, 120 30 Stockholm Tel: +46(0)8-691 76 00 Mob: +46(0)761 26 95 18 www.fryshuset.se “Multi-country Partnership to Enhance the Education of Refugee and Asylum-seeking Youth in Europe” is funded by Stiftung Mercator Table of Contents 1 Introduction ............................................................................................................................................ 3 2 Situating education for asylum-­­seeking and refugee youth in Sweden ...................................................... 5 2.1 Asylum seekers in Sweden in numbers .......................................................................................... 5 2.2 Unaccompanied minors ................................................................................................................. 6 2.3 Legal and institutional setting ....................................................................................................... 7 2.3.1. General legal and institutional setting ................................................................................... 7 2.3.2 Phase 1: First arrival (0-2 months in Sweden) ....................................................................... 11 2.3.3 Phase 2: Reception education (2-12 months in Sweden) ....................................................
    [Show full text]
  • Sigurd Lewerentz, Architect: 1885-1975 Pdf, Epub, Ebook
    SIGURD LEWERENTZ, ARCHITECT: 1885-1975 PDF, EPUB, EBOOK Janne Ahlin | 208 pages | 15 Feb 2015 | Park Books | 9783906027487 | English | Zurich, Switzerland Sigurd Lewerentz, Architect: 1885-1975 PDF Book Contact seller. These include St. Garden view. Sigurd Lewerentz, Architect is a reprint of the first ever monograph on his work, originally published in English and long out of print. Add to Watchlist. Yet it was his architectural apprenticeship in Munich that set him on his path as an architect, opening his own office in Stockholm in Go To Basket. Enter email address to Subscribe. We are unable to deliver faster than stated. An early model of Villa Edstrand, c. Learn more - eBay Money Back Guarantee - opens in new window or tab. Recently, we found ourselves in one of those situations. Estimated delivery business days. He built, diligently and poetically, resisting the urge — if it ever existed — to define the ethics or aesthetic framework which bound together his body of work. ISSN Item Information Condition:. He continued to work at competition proposals and furniture designs until shortly before his death in Lund , Sweden during This only lasted a year and soon after Lewerentz opened an office in partnership with another young architect named Torsten Stubelius after Lewerentz formed his own firm. Another commission Leverentz won through a competition, the National Insurance Institute completed in was nicknamed the funkispalats Functionalist palace , which captures the transitional character of this building and its times. Item added to your basket. And again with some younger cutting edge architects. This item will be shipped through the Global Shipping Program and includes international tracking.
    [Show full text]
  • Forms of Student Support in Sweden Past, Present and Future
    Forms of student support in Sweden Past, present and future Forms of student support in Sweden Past, present and future Sture Strömqvist International Institute for Educational Planning The views and opinions expressed in this booklet are those of the author and do not necessarily represent the views of UNESCO or the IIEP. The designations employed and the presentation of material throughout this review do not imply the expression of any opinion whatsoever on the part of UNESCO or the IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The publication costs of this study have been covered through a grant- in-aid offered by UNESCO and by voluntary contributions made by several Member States of UNESCO, the list of which will be found at the end of the volume. Published by: International Institute for Educational Planning 7-9 rue Eugène Delacroix, 75116 Paris e-mail: [email protected] IIEP web site: www.unesco.org/iiep Cover design: Corinne Hayworth Typesetting: Linéale Production Printed in IIEP’s printshop © UNESCO 2006 Preface to the series This book is part of a series of in-depth studies on the functioning of government-sponsored student support schemes. With increasing student fl ows from the primary and secondary education levels, higher education worldwide is facing obvious fi nancial constraints, and universities have to develop new solutions in order to be able to develop in step with the demand for places. Globalization has created an unprecedented choice in studies for students from any country to study in any university anywhere in the world.
    [Show full text]
  • Language Education for Asylum Seekers and Refugees in Sweden: Provision and Governance
    Language Education for Asylum Seekers and Refugees in Sweden: Provision and Governance Erica Righard Henrik Emilsson Klara Öberg Malmö University 1. Introduction 1 2. Research Methodology 2 3. Contextualising ‘Language’ in Sweden 3 4. History of Swedish Language Education and Training 4 4.1 Sequential development 5 4.2 Enduring and contested issues 9 4.3 The role of civil society 10 5. Educational Practices in a Comparative Perspective 11 5.1 Admittance and financial allowance for new arrivals 12 5.5.2 Program and course curricula 12 5.5.3 Students, study hours and study results in a nation-wide perspective 14 5.3.1 Number of students 14 5.3.2 Study hours 15 5.3.3 Study results 16 5.4 National steering and local experiences of organisation and funding 17 5.4.1 National steering 17 5.4.2 Local experiences 18 5.5 Collaboration in a regional and local perspective 21 5.5.1 Regional collaboration 22 5.5.2 Vertical collaboration 23 5.5.3 Horizontal collaboration 24 5.6 Contested areas in the local implementation of Swedish for immigrants 26 5.6.1 Language education vs. labour market training 26 5.6.2 Study results 27 5.7 Gender dimemsions 28 6. ‘Lanugage Introduction’ in Upper Secondary Education 28 6.1 Admittance for newly arrived students with varying legal status 29 6.1.1 The upper secondary education act (Gymnasielagen) 29 6.2 National regulation and local variation 30 6.3 The students 31 6.4 Local experiences of Language Introduction – the case of Malmö 32 7.
    [Show full text]
  • Educational History in the Nordic Region: Reflections from a Swedish Perspective
    http://www.diva-portal.org This is the published version of a paper published in Espacio, Tiempo y Educació. Citation for the original published paper (version of record): Lindmark, D. (2015) Educational History in the Nordic Region: Reflections from a Swedish Perspective. Espacio, Tiempo y Educació, 2(2): 7-22 http://dx.doi.org/10.14516/ete.2015.002.002.001 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105481 Cómo referenciar este artículo / How to reference this article Lindmark, D. (2015). Educational History in the Nordic Region: Reflections from a Swedish Perspective. Espacio, Tiempo y Educación, 2(2), 7-22. doi: http://dx.doi.org/10.14516/ete.2015.002.002.001 Editorial / Editorial Educational History in the Nordic Region: Reflections from a Swedish Perspective Daniel Lindmark e-mail: [email protected] Umeå University, Sweden In this selective overview, themes that have become prominent in recent research will be presented. I will summarize the infrastructural basis of the discipline and comment on the foundation and character of the community, including scholarly collaboration in the region. The present overview will take into account research presented at the Nordic Conferences in Educational History and articles published in the Nordic Journal of Educational History. Finally, special attention will be paid to selected large-scale projects attempting to challenge established national perspectives. 1. Infrastructure and Disciplinary Orientation Internationally, educational history has been under pressure lately, with its financial support drastically reduced in a number of instances.
    [Show full text]