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  • 1.
    Liljas, Juvas Marianne
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    "En ny musikuppfostran": Reformpedagogiska anspråk i Siljanskolans bildningsinnehåll2016In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 3, no 1, p. 47-74Article in journal (Refereed)
    Abstract [en]

     ”A new form of musical upbringing”: Pretenses of reform pedagogy content in the Siljan school In this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. Te analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identifed in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have afected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.

  • 2.
    Liljas, Juvas Marianne
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    ”Från pappas lydige Henric": Pedagogiska perspektiv på det tidiga 1800-talets bildningsresande2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 2, p. 73-99Article in journal (Refereed)
    Abstract [en]

    "From daddy's obedient Henric": Pedagogical perspectives on educational travel of the early 1800s

    This article analyses educational travel in the early 1800s from the perspective of its educational heritage and praxis. The aim is to develop an understanding of the pedagogical significance of educational travel. The article makes clear how upbringing and education are represented in the framework of travel narratives in pre-industrial landscapes. The argument is based on the influence of the mercantile class on educational travel and the informal effect of these trips on changes in pedagogical thinking. The travel letters of Johan Henrik Munktell from 1828-1830 are used as primary sources. Using Paul Ricoeur’s memory-critical hermeneutics, travel narratives become significant sources for how education is arranged, and immanent pedagogy is a key term. The results demonstrate that the individualisation process works together with forms of crypto-learning, the core of the personal development vision, and society’s long-term memory.

  • 3.
    Persson, Anders
    Dalarna University, School of Humanities and Media Studies, History.
    Helen Persson, Historia i futurum: Progression i historia i styrdokument och läroböcker 1919–20122019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 1Article, book review (Other academic)
  • 4.
    Persson, Anders
    Dalarna University, School of Humanities and Media Studies, History.
    Kolonisatör eller turist?: Frågor och arbetsuppgifter i svenska historieläromedel under en tid av kunskapsideologisk förhandling2019In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 6, no 2, p. 45-72Article in journal (Refereed)
    Abstract [sv]

    Coloniser or Tourist?: Questions and Exercises in Swedish History Textbooks, 1927–2015. The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history text-books published 1927–2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student’s own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser’s self-centred perspective of the past.

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