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Review (English): Tuva Skjelbred Nodeland, A Battle Over Children: Nonformal Education in Norwegian Uniformed Children’s Organisations, 1910–1960
No full textA collaborative development initiative to strengthen Midwifery Education in Somalia
Full text linkGalkayo University, in an ongoing partnership with Benadir University and the Karolinska Institutet, reports on the co-creation of a mentorship program for midwifery educators at Galkayo University. This program was initiated in Spring 2023 with the aim of sharing experiences on midwifery education between educators from Sweden and Somalia—both countries with long traditions of midwifery care. By leveraging the expertise of Swedish and Somali midwifery educators, the mentorship program seeks to bridge gaps in knowledge and skills, ultimately contributing to better midwifery education and care in both Somalia and Sweden. This commentary describes the significance of the program and its potential for impact if scaled up after contextualization
A Can teaching transform underprivileged children´s situation by improving their quality of life? Some experiences through a teacher´s lens
No full textThis article reflects on my six-month teaching experience at the Galkayo Education Center for Peace and Development, an institution dedicated to providing educational opportunities to marginalized communities, with a particular emphasis on girls and women. Situated in a region frequently impacted by conflict and social inequality, the Center serves as a beacon of hope, striving to dismantle the barriers that prevent access to education.
Throughout my time there, I encountered a range of challenges, including significant resource limitations, inadequate infrastructure, and entrenched cultural norms that often prioritize traditional roles over educational pursuits for girls. These obstacles tested my adaptability and resilience as an educator. Yet, amidst these difficulties, I witnessed remarkable stories of student empowerment and academic growth.
The article delves into the diverse backgrounds of the students, illustrating their unique challenges and aspirations. It highlights how education not only equips them with knowledge but also fosters self-confidence and agency, enabling them to challenge societal norms and envision brighter futures.
By examining these experiences through a teacher's lens, the article poses a critical question: can teaching genuinely transform the situations of underprivileged children by improving their quality of life? It argues that education serves as a catalyst for change, suggesting that when given the right support and opportunities, students can transcend their circumstances and contribute positively to their communities. Ultimately, this reflection underscores the profound impact that dedicated teaching can have in fostering resilience and hope in even the most challenging environments
Cross-Border Cooperation Against the Odds? Russian and Norwegian Grassroots Organizations in a Changed Geopolitical Environment
Full text linkWhat impact did changes in the geopolitical environment have on grassroots cross-border cooperation within the Barents Euro-Arctic Region in the years before Russia’s full-scale invasion of Ukraine in 2022? Drawing on interviews, surveys and document studies from two evaluations made in 2007 and 2020 of the Norwegian Barents Secretariat’s grant programme, conducted by the authors of the present article, we analyse the development over time of cross-border cooperation in Russia’s northwestern and Norway’s northernmost regions. The context in which the programme was conducted in 2020 differed significantly from that in 2007. The period was one of increasingly strained relations between Russia and the West. In particular, the 2014 events in Ukraine resulted in a new geopolitical environment that posed a challenge to the ideals of cross-border trust and people-to-people cooperation. Moreover, internal political developments in Russia led to more centralized power structures and control, also regarding civil society. Although we had expected these developments to have had a negative impact on the programme’s goal achievement, we find that the programme was closer to achieving several of its objectives in 2020 than in 2007. Competence transfer went both ways, both sides benefitted more equally and despite the geopolitical complications, the number of groups involved on both sides of the border did not decrease. The article identifies the main challenges between partners, and how they were overcome
Sensing Tomorrow: Curious Taste for Cultivated Diversity amongst Adolescents in the Swedish Arctic
Full text linkJeffrey Scott Love, The Reception of “Hervarar saga ok Heiðreks” from the Middle Ages to the Seventeenth Century, Munich: Utz 2013
Full text linkPrefiguring the Legal Subject of European Human Rights Law: From Universal Autonomy to Situated Affectivity
Full text linkIn legal theory and practice, the legal subject has traditionally been theorised as an autonomous and independent individual with almost superhuman intellectual and physical capabilities, whereas groups and people that do not fit this theoretical norm are conceptualised as vulnerable others. In this article, the legal subject is prefigured as a relational and affective being (or becoming), through the new materialist concept of affectivity. It is argued that the paradigmatic liberal conception of legal subjectivity and the ‘vulnerable groups’ approach to discrimination deters a multifaceted understanding of diverse and heterogeneous legal subjects situated within complex economic and ecological webs. In conclusion, the article suggests a new direction for discrimination assessment as a transformative process of reconstructing legal principles to indiscriminately accommodate the vulnerability and affectivity of all legal subjects and further diverse life forms
Mellan tradition och reform: Pedagogiska examensuppsatsämnen vid två svenska folkskoleseminarier 1915–1937
Full text linkBetween tradition and reform: Pedagogical essay topics at two Swedish teacher training seminars, 1915–1937. During the beginning of the twentieth century, a series of school reforms was carried out in Sweden. One concerned the education of elementary school teachers. In this article, we examine which knowledge and teaching ideals that was posed by some of those who had the task of putting this reform into practice. At the center are the nearly five hundred essay topics that were offered at the teacher training seminars in Lund (only male apprentices) and Falun (only female apprentices) 1914–1937. The results advocate that two rather different local cultures of knowledge were developed at the two seminars. While the essay topics that were offered in Lund mostly seems to promote a more traditional reproductive view on teaching, the ones proposed in Falun rather appears to encourage a much more reformistic understanding of schooling. Hence it is suggested that the latter might be understood as an aspiration to establish a more autonomous and independent women teacher identity
Home Economics in Higher Education 1945–1955: The Academic Home Economics Education at Aarhus University and the Emergence of a Female Figure
Full text linkIn 1945, Aarhus University established the first advanced courses in home economics within the Nordic countries. This reflected the idea of a modern university that provided the blueprint for Aarhus University. However, hidden in the archives are various controversies surrounding the establishment of the courses. Based on 17 applications from 17 women educated within home economics, this article paints a picture of the women who chose to enrol in the academic courses in home economics, as well as the background for its development and the negotiations that took place around higher education for women within the field of domestic services. Sara Ahmed’s figures of “the stranger” and “the willful subject” provide a theoretical foundation for examining which female figures emerged due to the early academicisation of a professional education programme for women. By drawing on these figures, the article concludes that a specific female figure emerged as a bridging figure linking notions of the housewife and the female academic