"Outroduction":A research agenda on collegiality in university settings

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes

“Outroduction” : a research agenda on collegiality In university settings

Collegiality is the modus operandi of universities. Collegiality is central to academic freedom and scientific quality. In this way, collegiality also contributes to the good functioning of universities’ contribution to society and democracy. In this concluding paper of the special issue on collegiality, we summarize the main findings and takeaways from our collective studies. We summarize the main challenges and contestations to collegiality and to universities, but also document lines of resistance, activation, and maintenance. We depict varieties of collegiality and conclude by emphasizing that future research needs to be based on an appreciation of this variation. We argue that it is essential to incorporate such a variation-sensitive perspective into discussions on academic freedom and scientific quality and highlight themes surfaced by the different studies that remain under-explored in extant literature: institutional trust, field-level studies of collegiality, and collegiality and communication. Finally, we offer some remarks on methodological and theoretical implications of this research and conclude by summarizing our research agenda in a list of themes

Elfenbenstornet under belägring : Legitimering och mobilisering av humaniora i Sverige 1937-1947

Recently, there have been intense discussions about the humanities and their role in society. Internationally, as well as in a Swedish context, the humanities have been regarded to be in a state of crisis. However, these discussions usually demonstrate a lack of historical perspectives based on thorough empirical research. The notion of a crisis needs to be historicized. In this study, a case is being examined where the relationship between science and society was renegotiated. In the context of World War II, a discourse has been identified in a borderland between science and politics through an analysis of Swedish journals and anthologies during the time period 1937-1947. Historical actors were then highlighting that the humanities faced several challenges. The study argues that these discussions should be regarded as parts of a renegotiation of the humanities’ social contract. In the context of the war and fundamental societal changes, there occurred a greater pressure than before to mobilize science socially in order to make science appear as a legitimate undertaking. For the humanities, such demands seemed to conflict with their scientific ethos. During the interwar period this ethos was often based on a norm that demanded the drawing of a strict boundary between science and politics. But if they did not mobilize socially, scholars risked getting blamed for being isolated in the so-called ‘ivory tower’. How the humanities could be effectively mobilized in order to satisfy the needs of society while still maintaining their legitimacy in a scientific context emerged as a fundamental problem with no clear solutions. Part of this problem was the exclusion of the humanities from politically hegemonic narratives of society’s development, in contrast to natural and social sciences. Reactions to specific historical experiences and distinct expectations for the future thus seem – at least on a discursive level – to have put the humanities in a state of marginalization as early as the time period examined in this thesis

Elfenbenstornet under belägring : Legitimering och mobilisering av humaniora i Sverige 1937-1947

Recently, there have been intense discussions about the humanities and their role in society. Internationally, as well as in a Swedish context, the humanities have been regarded to be in a state of crisis. However, these discussions usually demonstrate a lack of historical perspectives based on thorough empirical research. The notion of a crisis needs to be historicized. In this study, a case is being examined where the relationship between science and society was renegotiated. In the context of World War II, a discourse has been identified in a borderland between science and politics through an analysis of Swedish journals and anthologies during the time period 1937-1947. Historical actors were then highlighting that the humanities faced several challenges. The study argues that these discussions should be regarded as parts of a renegotiation of the humanities’ social contract. In the context of the war and fundamental societal changes, there occurred a greater pressure than before to mobilize science socially in order to make science appear as a legitimate undertaking. For the humanities, such demands seemed to conflict with their scientific ethos. During the interwar period this ethos was often based on a norm that demanded the drawing of a strict boundary between science and politics. But if they did not mobilize socially, scholars risked getting blamed for being isolated in the so-called ‘ivory tower’. How the humanities could be effectively mobilized in order to satisfy the needs of society while still maintaining their legitimacy in a scientific context emerged as a fundamental problem with no clear solutions. Part of this problem was the exclusion of the humanities from politically hegemonic narratives of society’s development, in contrast to natural and social sciences. Reactions to specific historical experiences and distinct expectations for the future thus seem – at least on a discursive level – to have put the humanities in a state of marginalization as early as the time period examined in this thesis

Elfenbenstornet under belägring : Legitimering och mobilisering av humaniora i Sverige 1937-1947

Recently, there have been intense discussions about the humanities and their role in society. Internationally, as well as in a Swedish context, the humanities have been regarded to be in a state of crisis. However, these discussions usually demonstrate a lack of historical perspectives based on thorough empirical research. The notion of a crisis needs to be historicized. In this study, a case is being examined where the relationship between science and society was renegotiated. In the context of World War II, a discourse has been identified in a borderland between science and politics through an analysis of Swedish journals and anthologies during the time period 1937-1947. Historical actors were then highlighting that the humanities faced several challenges. The study argues that these discussions should be regarded as parts of a renegotiation of the humanities’ social contract. In the context of the war and fundamental societal changes, there occurred a greater pressure than before to mobilize science socially in order to make science appear as a legitimate undertaking. For the humanities, such demands seemed to conflict with their scientific ethos. During the interwar period this ethos was often based on a norm that demanded the drawing of a strict boundary between science and politics. But if they did not mobilize socially, scholars risked getting blamed for being isolated in the so-called ‘ivory tower’. How the humanities could be effectively mobilized in order to satisfy the needs of society while still maintaining their legitimacy in a scientific context emerged as a fundamental problem with no clear solutions. Part of this problem was the exclusion of the humanities from politically hegemonic narratives of society’s development, in contrast to natural and social sciences. Reactions to specific historical experiences and distinct expectations for the future thus seem – at least on a discursive level – to have put the humanities in a state of marginalization as early as the time period examined in this thesis

Unity lost. Negotiating the ancient roots of Pedagogy in Sweden, 1865–1971

Purpose — The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971. Design/methodology/approach — By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways. Findings — The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and thus entangled in competing views on reform and what was deemed “traditional” or “modern”. Originality/value — From a larger perspective, the conflict over the role of Antiquity in Swedish secondary schools reveals a trajectory for the history of education as part of and later apart from a general history of the humanities. Classical history originally served as a common past from which Swedish culture and education developed, but later lost this integrating function within the burgeoning discipline of Pedagogy. The findings demonstrate the value of bringing the newly (re)formed history of humanities and history of education closer together