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  • 1.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Aesthetic modernisation and international comparisons: learning about drawing instruction at the Paris Exposition Universelle of 19002019In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, no 1, p. 41-59Article in journal (Refereed)
    Abstract [en]

    This article is concerned with an early phase in the history of educational comparisons in which international exhibitions played a major role as spaces for comparison. It looks at the educational exhibits at the Exposition Universelle in Paris 1900, and more specifically its exhibitions on drawing instruction. By following a central Swedish actor, Hjalmar Berg, and his ambition to modernise drawing instruction in Sweden based on his impressions at the exhibition, the article argues that the exhibition was a medium with the potential to promote aesthetic modernisation. Previous research has highlighted the world's fairs as important arenas for the international comparison of education. This article is intended to contribute to this field by also exploring what these exhibitions meant on a national level. [GRAPHICS] .

  • 2.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Den läsande läraren: Pedagogiska skrifter som bildnings- och moderniseringsprojekt 1898-19842009Report (Other academic)
  • 3.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    De-scandalisation and international assessments: the reception of IEA surveys in Sweden during the 1970s(1)2018In: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 16, no 5, p. 566-576Article in journal (Refereed)
    Abstract [en]

    This article is concerned with the early phase of international large-scale assessments. Drawing on media discussions before and after the release of the International Association for the Evaluation of Educational Achievement (IEA) surveys of 1973, the chapter discusses the relationship between international assessments, scandalisation, and de-scandalisation, with a specific focus on the interpretation of the comprehensive school reform in Sweden. The first section of this article deals with the early years of the 1970s, a time in which international data on education played a minimal role in educational discourse, creating space for other ways of discussing the perceived quality of schooling. The second section covers the effects of the IEA surveys released in 1973, whose positive results took Sweden by surprise, leading to what could be called a de-scandalisation. Finally, the implications of the emergence of international testing are analysed in terms of what de-scandalisation meant in this particular historical phase, and what it tells us about the nature of large-scale assessments.

  • 4.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Emotions, power and the advent of mass schooling2015In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 51, no 1-2, p. 104-116Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore the relationship between emotions, power and schooling. Focusing on elementary schools during the second half of the nineteenth century, when education for the masses in Sweden emerged, the article discusses the emotionology of early mass schooling. It is argued that the abolishment of the monitorial method in the second half of the nineteenth century contributed to the development of an increasingly emotional pedagogy. It is further argued that the concept of love was important, a concept with moral connotations where children were expected to love their school, country, parents and God. Furthermore, the emotional aspects of punishment are explored, exemplifying why emotions were considered important in maintaining discipline. Finally, drawing on the concepts of emotional labour and emotional community, it is argued that the school of the late nineteenth century in Sweden was characterised by a tight relationship between labour and community.

  • 5.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Fostran som utbildning2011In: Utbildningshistoria: en introduktion / [ed] Esbjörn Larsson & Johannes Westberg, Lund: Studentlitteratur, 2011Chapter in book (Other academic)
  • 6.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Från huvudlöss till huvudbonad: Skoldisciplin ur ett historiskt perspektiv2009In: Uppbrott: Brytpunkter & övergångar i tid och rum / [ed] Mats Larsson, Kalmar: Högskolan i Kalmar , 2009, p. 91-111Chapter in book (Other academic)
  • 7.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Learning to listen and look: the shift from the monitorial system of education to teacher-lea lessons2019In: The Senses & Society, ISSN 1745-8927, E-ISSN 1745-8935, Vol. 14, no 2, p. 194-206Article in journal (Refereed)
    Abstract [en]

    This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instruction was conducted by pupils, older and/or more experienced children, whereas the teacher had an overarching responsibility for overlooking the machinery without teaching much himself. In the second half of the 19th century the method was replaced by a new method in public elementary schools. From now on teacher-led lessons came to be the norm for what mass education should look like. This momentous change meant, among other things, that the relationship between pupils and teacher was transformed as the teacher increasingly was supposed to hold lessons, whereas the pupil to a greater extent became associated with listening to and closely observing a lesson.

  • 8.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ljudet av auktoritet: Den tysta skolans uppgång och fall2011In: Scandia, ISSN 0036-5483, Vol. 83, no 1, p. 11-35Article in journal (Refereed)
  • 9.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Politik & pedagogik: En biografi över Fridtjuv Berg2016Book (Other academic)
  • 10.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Skolämnen och moralisk fostran.: En komparativ studie av samhällskunskap och livskunskap2015In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, no 2, p. 27-47Article in journal (Refereed)
    Abstract [sv]

    School subjects and moral education: A comparative study of civics and life-skills This article is concerned with two school subjects that were introduced in Swedish schools during the 20th century: civics and life-skills. Drawing on textbooks in civics from the 1950s to the 1960s and textbooks in life-skills from the 2000s, the aim is to analyse and compare the morality conveyed in the respective school subjects during its introductory years. It is argued that civics and life-skills can be used to get a grip of differences between different historical contexts, since the two school subjects emerged in two different time periods. Civics emerged as a school subject for the comprehensive schools during the middle of the 20th century, and might therefore be labeled as a typically “modern” school subject, whereas life skills emerged in the late 1990s, and might therefore be labeled a “late modern” school subject. Given that these two school subjects emerge as novelties in two different time periods, they can be used to discuss how the meaning of moral education in schools is related to general social tendencies.

  • 11.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The eye of power(-lessness): on the emergence of the panoptical and synoptical classroom2013In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 42, no 6, p. 803-821Article in journal (Refereed)
    Abstract [en]

    This article considers the emergence and meaning of a particular kind of surveillance in classrooms: the one represented by the gaze of the teacher. Drawing on teaching manuals and other normative material published between the 1820s and the 1960s, it is argued that the optical regime of the classroom underwent a decisive change during the second half of the nineteenth century, when monitorial teaching was superseded by teacher-led whole-class teaching. This new method of teaching implied a new kind of surveillance in which the teacher was expected to remain at his/her desk in order to see the class. The meaning of this optical regime is discussed in relation to Foucault's concept of the panopticon and Mathiesen's concept of the synopticon. While both concepts highlight important aspects, it is argued that they do not fully capture the essence of specific features of surveillance in the history of the classroom.

  • 12.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    От контроля к сопротивлению: две модели ученического самоуправления в Швеции2015In: Острова утопии: послевоенная школьная система, образовательная политика, педагогические эксперименты / [ed] Ilya Kukulin, Maria Mayofis, Peter Safronov, Moscow: New Literary Observer publishing house, 2015Chapter in book (Other academic)
  • 13.
    Landahl, Joakim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ahmadi, Fereshteh
    Mode, senmodernitet, identitet2012In: Sociologisk forskning, ISSN 0038-0342, Vol. 49, no 2, p. 129-144Article in journal (Refereed)
    Abstract [en]

    A common discussion in the late modern era is the role that tradition plays concerning individual identity. This forms a background to our article that focuses on consumer culture and one of its characteristics fashion. To what extent does consumer culture and fashion contribute to the undermining of traditions, and how does this affect individual identity? We discuss two interpretations of consumption in shaping individual identity: the first interpretation maintains that by consumption individuals obtain an increasing freedom of choice making them free from the power of tradition, and thereby responsible for their lifestyle choices. According to the second interpretation, the free choice is illusory. This choice is strongly influenced by factors such as social class and producers' manipulative skills. Contrasting classical social theorists with contemporary fashion theory we argue that late modern fashion is characterized by quick changes and pluralism that often stand in contrast to tradition. We further discuss the increased importance of taste and new diffusion patterns as signs of a more individualized fashion, and discuss neo-tribalism as a post-traditional kind of community.

  • 14.
    Landahl, Joakim
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ullman, Annika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The politics of immortality: the funeral of an education minister and teacher unionist2019In: History of Education and Children's Literature, ISSN 1971-1093, E-ISSN 1971-1131, Vol. 14, no 1, p. 261-278Article in journal (Refereed)
    Abstract [en]

    The funeral of former Education Minister and teacher unionist Fridtjuv Berg in 1916 is analysed here from the perspective of collective remembrance. Drawing on obituaries and on media coverage depicting the funeral, this article discusses how the commemoration of Berg was an expression of two uncompleted achievements of the late 19th and early 20th centuries: the rising social status of elementary school teachers and the emergence of a collective teacher identity. The funeral is analysed both as an expression of these tendencies and as an attempt to strengthen the very same tendencies, thereby counteracting the fact that the elementary school and its teachers were still haunted by a lack of social status as well as by fragmentation. Thus the funeral provided an opportunity to symbolically express cherished but precarious ideals.

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