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The research on educational history has traditionally focused on its institutional, political and pedagogical aspects, more or less habitually analyzing schooling as a top-down, adult-controlled phenomenon. Even if change has been visible during the last decades, there still remain important topics that are rarely discussed in the field. These topics include practices related to day-to-day school life that are not part of the formal curriculum or classroom routine, but which nevertheless allow pupils to become actively involved in their own schooling. This book provides historical case studies on such extracurricular and informal schooling processes. It argues that the awareness of such topics is essential to our understanding of school settings - in both past and present.
List of contents
Contents: Anna Larsson / BjContents: Anna Larsson / Björn Norlin: Introduction: Taking Pupils into Account in Educational History Research - Sian Roberts: «It is Better to Learn than to be Taught»: Pupil Culture and Socialization in The Hazelwood Magazine in the 1820s - Esbjörn Larsson: Karlberg as a Total Institution: The Royal Swedish War Academy in the 1800s - Björn Norlin: The Nordic Secondary School Youth Movement: Pupil Exchange in the Era of Educational Modernization,1870-1914 - Marieke Smit: School Culture at Fons Vitae: Capturing Pupil Experiences in a Dutch Catholic Girls School, 1914-40 - Anna Larsson: Remembering School: Autobiographical Depictions of Daily School Life in Sweden, 1918-80 - Joakim Landahl: Simulating Society: The Norra Latin Summer Residence in Stockholm, 1938-65 - Emmanuel Droit: Between Identity and Stigmatization: The Socialization of East Berlin Pupils in the 1950s.
About the author
Anna Larsson is Associate Professor of the History of Science and Ideas at the Department of Historical, Philosophical and Religious Studies at Umeå University (Sweden).
Björn Norlin is a researcher in History at the Department of Historical, Philosophical and Religious Studies at Umeå University (Sweden).
Both are members of the Umeå Research Group for Studies in History and Education.
