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A Diversity of Schools: The Danish School Acts of 1814 and the Emergence of Mass Schooling in Denmark
Get PDFDuring the nineteenth century, national systems of mass schooling were established in western Europe. In Denmark, King Frederik VI passed a set of five schools’ laws in 1814: one for the village schools, one for the market town schools, one for Copenhagen, one for the duchies of Schleswig and Holstein and one for Jews, in order to create and regulate a system of mass schooling within his realms. This study aims to analyse the impact of the 1814 School Acts and thereby, the emergence of mass schooling in Denmark in the nineteenth century. Three aspects of the 1814 Acts are analysed in this article: firstly, how a local school administration was established; secondly, how new school buildings were built and thirdly, how a new form of teacher and a new teachers’ education was enacted at different stages across the King’s realm and countries, and with very different consequences
Girls’ Gymnastics in the Service of the Nation: Educationalisation, Gender and Swedish Gymnastics in the Mid-Nineteenth Century
Get PDFIn the nineteenth and early twentieth century, Swedish gymnastics won a large following across the world. Employing the concepts of educationalisation and gender, I will explore how the physical education of girls was conceptualised and justified in the Swedish system during the latter half of the nineteenth century. Focusing on the publications of Anton Santesson (1825–1892), who was one of the main authors on girls’ gymnastics in Sweden, I will show how girls’ gymnastics was conceptualised as a response to a social, cultural and physical crisis, which was perceived as partly stemming from the detrimental effects of education on girls’ bodies and minds. Girls’ gymnastics was thus construed as vital to the future of the Swedish nation. While men and manliness remained fundamental to the strength of the nation, girls’ gymnastics was vital to women’s rearing of boys and thus instrumental to the development of masculinity in men
Gymnastics between Protestantism and Libertinism from 1880 to 1940: A Comparative Analysis of Two Internationally Renowned Danish Gymnastics Educators
Get PDFThe purpose of this article is to analyze and compare two internationally renowned Danish Gymnastics teachers, Jørgen Peter Muller and Niels Bukh. Whereas Muller’s home gymnastics had a cosmopolitan agenda that appealed to everyone regardless of ethnic origin, including many Jews, Bukh’s gymnastics increasingly became embedded in a right-wing nationalist frame of reference. Muller created an individual system of home gymnastics with a focus on health by means of exercises and the cleansing of the body that included a cold shower. In contrast, Bukh’s system was a collective form of gymnastics that emphasised the beauty of the young body. Common to both of them, however, was propagation of sexual liberation, which in Muller’s case focused on the naked heterosexual body’s manifestations in the sunlight and the fresh air. By contrast, Bukh was homosexual and through his aesthetic gaze he encouraged well-trained and sweaty young men to show their muscular upper body in touch-tight choreographies wearing only boxer shorts. It is the main thesis of the article that the contribution of sport to sexual liberation from late Victorianism’s firm grip is far greater than hitherto assumed
Discrimination amongst Arctic Indigenous Sami and Non-Sami Populations in Norway: The SAMINOR 2 Questionnaire Study
Get PDFBackground: Recent research demonstrates that for many indigenous Sami people, experiencing ethnic discrimination is a regular occurrence. The present study was designed to provide estimates of the prevalence of self-reported discrimination in order to identify specific settings where discrimination happened, to identify perpetrators and to examine individuals’ responses to the discrimination.
Methods: In 2012, all inhabitants aged between 18 and 69 living in selected municipalities with both Sami and non-Sami settlements in mid- and northern Norway were mailed an invitation to participate in a questionnaire survey covering questions about discrimination (types of discrimination, settings where discrimination happened, and who the perpetrator was). Altogether, 11,600 participated (a response rate of 27 %).
Results: In total, 2,496 (21.5 % of the sample) reported discrimination; of these, 29.8 % reported that discrimination happened during the past two years. Ethnic affiliation, age, education level, income and living area were all significantly associated with differences in the frequency of experiencing discrimination. Respondents with a strong Sami affiliation reported the highest levels of discrimination; in total, 50.8 % responded that they had been discriminated against, compared with 14.3 % of the non-Sami respondents (OR=6.16 CI:5.42–7.00). Sami with strong Sami affiliation reported having experienced significantly more discrimination over the past two years more than did the non-Sami respondents (16.5 % vs 4.4 % respectively; p < 0.001; OR=4.15 CI:3.45–4.99). Additionally, Sami respondents reported experiencing discrimination in multiple settings more often than did non-Sami respondents (p < 0.001). Respondents aged between 30 and 49 years, those with a medium high level of education, those with medium household income, and those living in Sami minority areas, reported the highest prevalences of discrimination. In terms of responses to discrimination, 37.6 % reported that they had done something to stop the discrimination, and 19.1 % reported that the discrimination had affected them a lot. Just 1.8 % of those who reported having been discriminated against had been in contact withthe Equality and Anti-Discrimination Ombudsman Service in Norway.
Conclusion: The findings from this study show that the Sami people still experience high levels of discrimination in Norwegian society. Our findings suggest that interventions specifically designed to prevent discrimination against the indigenous Sami people of Norway should be implemented
Sven-Bertil Jansson, Konung Alexander. En svensk roman från 1300-talet, Stockholm: Sällskapet Runica et Mediævalia 2015 (Sällskapet Runica et Mediævalia. Scripta Minora 23), ISSN 1103-7989; ISBN 978-91-88568-61-8, 271 pp.
No full textLasse Mårtensson, Skrivaren och förlagan. Norm och normbrott i Codex Upsaliensis av Snorra Edda
No full textReview of: Lasse Mårtensson, Skrivaren och förlagan. Norm och normbrott i Codex Upsaliensis av Snorra Edda, Oslo: Novus Forlag 2013(Bibliotheca Nordica 6, eds.: Odd Einar Haugen, Karl G. Johansson & Jon Gunnar Jørgensen), ISSN 1891-1315; ISBN 978-82-7099-747-3, 330 pp
Eva Nyman, Jörgen Magnusson & Elżbieta Strzelecka (eds.), Den heliga platsen. Handlingar från symposiet Den heliga platsen. Härnösand 15–18 september 2011
No full textReview of: Eva Nyman, Jörgen Magnusson & Elżbieta Strzelecka (eds.), Den heliga platsen. Handlingar från symposiet Den heliga platsen. Härnösand 15–18 september 2011, Sundsvall: Avdelningen för Humaniora, Mittuniversitetet 2014 (Skrifter i Humaniora vid Mittuniversitetet 1), ISSN 2001-919X; ISBN 978-91-86694-95-1, 211 pp
Building Social Capital Through Civic Education in VET: A Comparative Study of Finland and Luxembourg (1960–1970)
Get PDFWhereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers
