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Class in the age of the pool of talent: Taxonomic struggles in and through Swedish education research, c. 1945–1960. This article studies conceptualisations of social class in Swedish education research, c. 1945–1960. The article follows knowledge produced about talent and class in state commissions and in the newly expanded social sciences, and how it in turn was interpreted and used in political debates and in the media. I show that the taxonomy of the population in social groups (Socialgrupper) was key for conceptualising notions of talent and framing education policy, beginning with debates around ”the pool of talent” (Begåvningsreserven) in 1948. At the same time as becoming a standard tool for mapping social difference in Sweden, the social group taxonomy was criticised for being unscientific.

Titele in WoS: The metropolises of the Middle East

How can the Danish lawn be read and interpreted through the last century? The cases vary a lot, therefore the cases reach out towards a general discussion.The investigation aims at exploring the Danish lawn in an international perspective, and lawns in landscape architecture or lawns as symbols signify critical points of view to societal matters.The present contribution explores the lawn as a central component in selected cases from 1915 till today. The modern breakthrough in the 1920s in Danish landscape architecture revitalized the lawn. Further artistic contributions in the 1950s launched the lawn in a delicate poetic edition. Only a few years later in the 1960s, the lawn signified the inhuman, industrialized suburb. The color TV in the 1980s made the lawn synonymous with commercial football and technology. In 2019, the lawn is an everyday thing, and parallelly it exists as the antonym to the ecological flower meadow – the “true” urban nature.

Coloniser or Tourist?: Questions and Exercises in Swedish History Textbooks, 1927–2015. The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history textbooks published 1927–2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student’s own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser’s self-centred perspective of the past.

This article discusses modern runic inscriptions from Orkney and Caithness. It presents various examples, some of which were previously considered “genuine”, and reveals that OR 13 Skara Brae is of modern provenance. Other examples from the region can be found both on boulders or in bedrock and in particular on ancient monuments ranging in date from the Neolithic to the Iron Age. The terminology applied to modern rune carving, in particular the term “forgery”, is examined, and the phenomenon is considered in relation to the Ken­sington runestone. Comparisons with modern rune carving in Sweden are made and suggestions are presented as to why there is such an abundance of recently carved inscriptions in Northern Scotland. https://doi.org/10.33063/diva-385073

Editorial for Vol. 32/1 of Nordisk judaistik / Scandinavian Jewish Studies.

Around 1970, violence among pupils became conceptualised in a radically new way when the concept of “mobbing” was introduced into the Nordic school debate. The concept was immediately embraced by popular discourse with the result that significant attention and discussion followed. It was also soon picked up by researchers and became further developed within Swedish and Norwegian behavioural science. This article concerns how pupil violence in the form of bullying was understood and theorised in the 1970s, 1980s and 1990s in Sweden and Norway. It shows how certain political and intellectual conditions, and events, in both national contexts were decisive for the development of bullying theory, eventually leading up to a commercialisation of bullying theory. This development is discussed with the help of the concept “psychology-commercial complex,” derived from Pickstone’s theory of technoscience. publishedVersion