What were the main features of nineteenth century school acts?:Local school organization, basic schooling, a diversity of revenues and the institutional framework of an educational revolution

This article explores the main features of the provision, organization and funding of nineteenth century European school acts. It indicates that these school acts promoted schooling that was basic, rather than compulsory, and provided a framework for schools funded by a diversity of revenues, and three types of local organization either based on the church, municipalities or several organizations. As a result, this article complements the analysis of determinants of rise of mass schooling, and the debate on decentralization, with an overview of European school acts and a theoretical challenge to further address the varying institutional framework of nineteenth-century schooling

Neither compulsory nor public or national? Translating the Swedish terminology of 19th-century primary schools, teachers, and pupils

The 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and regional variations continues to puzzle researchers, it also creates challenges of communication and presentation. What English language terminology should be used when denoting schools, teachers, and pupils in non-Anglo-Saxon countries? In this article, I address a part of this question by examining the case of Swedish 19th-century primary schools. By relating these schools to those in other countries, and the terminology used in the research literature, this article provides recommendations for English-language terms to be used when denoting these schools, the teachers who taught them, and the children who attended them. This terminology includes primary school, parish school and mass schooling, and the terms used to denote teachers and their training include junior schoolteacher, primary school teacher and term teacher training schools. As a result, this article problematizes the use of terms such as compulsory, public, state, and national when describing schools in 19th-century contexts such as that of Sweden, indicates the varying meanings of terms such as popular education, and highlights the problems of not translating terms such as folkskola

Bright Nordic Lights:a revitalised interdisciplinary history of education in the massified higher education of the Nordics

The history of education is, and can be, many things. In this article, I argue that the history of education in the Nordic countries is marked by three phases, based on its institutional setting. In the late nineteenth and early twentieth centuries, the history of education was written by schoolmen for schoolmen. In the post-war era, the discipline of education took increasing responsibility for the field. Since the 1980s, it has been a multidisciplinary research field based on the disciplines of education and history where history of education was combined with research in history education, sociology of education, child studies and educational policy. While the development of the history of education varied across the Nordics, this setting proved to be fertile. In terms of active researchers, output and coordination, the Nordic history of education clearly stands stronger now than it did 20 years ago.</p

What We Can Learn from Studying the Past:The Wonderful Usefulness of History in Educational Research

Why should educational researchers study the history of education? This article suggests that this research is of immediate relevance to current issues of education and may therefore serve a wide variety of purposes. The main argument is that history of education offers four vital contributions: a unique methodological expertise that in turn enables historians of education to provide educational research with vital explanations, comparisons, and the ability to analyse the use and abuse of history in contemporary educational policy and debate. In short, history of education is vital to educational research, not despite its historical orientation, but because of it. Consequently, this paper poses a challenge, both for the field of educational research to promote educational historical research, and for historians of education to explore the untapped potential of this sub-discipline.Pourquoi les chercheurs en éducation devraient étudier l’histoire de l’éducation ? Cet article suggère que ce sujet est d’une pertinence immédiate pour les questions actuelles de l’éducation et peut donc servir une grande variété d’objectifs. L’argument principal est que l’histoire de l’éducation offre quatre contributions vitales : une expertise méthodologique unique qui, à son tour, permet aux historiens de l’éducation de fournir à la recherche en éducation des explications vitales, des comparaisons et la capacité d’analyser l’utilisation et l’abus de l’histoire dans la politique et les débats éducatifs contemporains. En bref, l’histoire de l’éducation est vitale pour la recherche en éducation, non pas malgré son orientation historique, mais à cause de celle-ci. Par conséquent, le présent document pose un défi à la fois pour le domaine de la recherche en éducation afin de promouvoir la recherche historique en éducation et pour les historiens de l’éducation d’explorer un potentiel inexploité de cette sous-discipline.¿Por qué los investigadores de la educación deberían estudiar la historia de la educación? Este artículo sugiere que este tema es de relevancia inmediata para los problemas actuales de la educación y, por lo tanto, puede servir para una amplia variedad de propósitos. El argumento principal es que la historia de la educación ofrece cuatro contribuciones vitales: una experiencia metodológica única que, a su vez, permite a los historiadores de la educación proporcionar a la investigación educativa explicaciones vitales, comparaciones y la capacidad de analizar el uso y abuso de la historia en la política y el debate educativos contemporáneos. En resumen, la historia de la educación es vital para la investigación educativa, no a pesar de su orientación histórica, sino por ella. En consecuencia, este artículo plantea un desafío tanto para el campo de la investigación educativa en la línea de promover la investigación histórica educativa, como para los historiadores de la educación en su intento de explorar un potencial propio de esta subdisciplina

Neither compulsory nor public or national?:Translating the Swedish terminology of 19th-century primary schools, teachers, and pupils

The 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and regional variations continues to puzzle researchers, it also creates challenges of communication and presentation. What English language terminology should be used when denoting schools, teachers, and pupils in non-Anglo-Saxon countries? In this article, I address a part of this question by examining the case of Swedish 19th-century primary schools. By relating these schools to those in other countries, and the terminology used in the research literature, this article provides recommendations for English-language terms to be used when denoting these schools, the teachers who taught them, and the children who attended them. This terminology includes primary school, parish school and mass schooling, and the terms used to denote teachers and their training include junior schoolteacher, primary school teacher and term teacher training schools. As a result, this article problematizes the use of terms such as compulsory, public, state, and national when describing schools in 19th-century contexts such as that of Sweden, indicates the varying meanings of terms such as popular education, and highlights the problems of not translating terms such as folkskola

Neither compulsory nor public or national?:Translating the Swedish terminology of 19th-century primary schools, teachers, and pupils

The 19th century saw the rise of mass schooling. School acts were published, increasing number of teachers were trained and hired, and children increasingly attended schools. This development was strongest in Europe and North America, with schooling in the USA, France and Prussia leading the way. While this development with its national and regional variations continues to puzzle researchers, it also creates challenges of communication and presentation. What English language terminology should be used when denoting schools, teachers, and pupils in non-Anglo-Saxon countries? In this article, I address a part of this question by examining the case of Swedish 19th-century primary schools. By relating these schools to those in other countries, and the terminology used in the research literature, this article provides recommendations for English-language terms to be used when denoting these schools, the teachers who taught them, and the children who attended them. This terminology includes primary school, parish school and mass schooling, and the terms used to denote teachers and their training include junior schoolteacher, primary school teacher and term teacher training schools. As a result, this article problematizes the use of terms such as compulsory, public, state, and national when describing schools in 19th-century contexts such as that of Sweden, indicates the varying meanings of terms such as popular education, and highlights the problems of not translating terms such as folkskola