Preliminary Programme

Wed 12 April
    08.30 - 10.30
    11.00 - 13.00
    14.00 - 16.00
    16.30 - 18.30

Thu 13 April
    08.30 - 10.30
    11.00 - 13.00
    14.00 - 16.00
    16.30 - 18.30

Fri 14 April
    08.30 - 10.30
    11.00 - 13.00
    14.00 - 16.00
    16.30 - 18.30

Sat 15 April
    08.30 - 10.30
    11.00 - 13.00
    14.00 - 16.00

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Thursday 13 April 2023 16.30 - 18.30
N-8 EDU07b Professions in Motion - Gender, History, and Identities. Nordic Countries 1880-2020. Part II
C33 (Z)
Network: Education and Childhood Chair: Mervi Kaarninen
Organizers: Ólöf Garðarsdóttir, Emil Marklund Discussant: Ning de Coninck-Smith
Astrid Elkjær Sørensen : The Academization of the Pre-school Teachers’ Profession 1989-2022
Denmark has some of the world’s highest education and employment rates for women, but at the same time also a very horizontal gender-segregated labor market, that is, most women work in different occupations than most men. Thus, many of the highly educated Danish women work in professions, which have been ... (Show more)
Denmark has some of the world’s highest education and employment rates for women, but at the same time also a very horizontal gender-segregated labor market, that is, most women work in different occupations than most men. Thus, many of the highly educated Danish women work in professions, which have been and are dominated by women for an example as nurses, midwives or pre-school teachers.
In my presentation, I zoom in on one of the biggest female dominated profession, namely the pre-school teachers’ profession and education in the period 1989-2022. In this time-period the education to pre-school teacher become Denmark’s largest education and undergoes a continuously academization process. At the same time, the education struggle with the lowest funding per student and a continuously criticism for not having a sufficient academic level. The pre-school teachers also remain the lowest paid profession with that length of higher education.
In my presentation, I give an overview over why and how the profession and it’s education has been academized and by extension, which goals and ideals the different actors have had in supporting this development. Through a gendered perspective I also ask why both the education and the profession continuous to struggle with low status and low funding and pay. (Show less)

Íris Ellenberger : The Intersections of Education, Feminism and Desire in Early 20th Century Iceland
With the establishment of women‘s schools in the second half of the 19th century, Icelandic women had an unprecedented opportunity to receive an education. In Europe the teaching profession and educational institutions for women became sites of opposition, creating an atmosphere where some women felt free to love and desire ... (Show more)
With the establishment of women‘s schools in the second half of the 19th century, Icelandic women had an unprecedented opportunity to receive an education. In Europe the teaching profession and educational institutions for women became sites of opposition, creating an atmosphere where some women felt free to love and desire other women. Women’s colleges and the women’s movement played a significant role in the construction of women’s queer sexualities in Europe and North America at the turn of the 20th century. There are indications that the same may be said about Iceland.
In this paper I look at queer love in the feminist movement and among female teachers in Iceland at the turn of the 20th century, based on letters written by the teachers Ágústa Ágústsdóttir Ólafsson and Ingibjörg Guðbrandsdóttir to Ingibjörg H. Bjarnason, teacher and principal at the Women’s School in Reykjavík. The letters contain direct and indirect confessions of love, which are analysed with the purpose of gaining insight into the vocabulary that women used to describe their love for other women. I consider if the women’s movement in Iceland and the Women’s School in Reykjavík was a site where love between women and the first wave of feminism intersected, as it did in Europe and North America. (Show less)

Johanna Overud : “Now it has happened!”: the Entry/return of Women in the Chimney-sweeper Profession in Sweden during the 1970’s
This study is about the meanings of the absence/presence of women in the traditionally male chimney-sweeping profession. Women entered the chimney-sweepers profession in the 1970’s, and were presented as the first ones in this job. But history shows that women existed in this occupation further back in time. At least ... (Show more)
This study is about the meanings of the absence/presence of women in the traditionally male chimney-sweeping profession. Women entered the chimney-sweepers profession in the 1970’s, and were presented as the first ones in this job. But history shows that women existed in this occupation further back in time. At least ten percent of Stockholm's chimney sweepers during the 18th and 19th centuries were women. Widows of chimney sweepers often succeeded their husbands in his chimney sweeping business as a survival strategy, because women at that time had limited opportunities to support themselves.

Today, the proportion of women active in the profession is only about 2-3% of the total number of chimney sweepers. Even less is the proportion of women in leading positions in the chimney sweeper businesses. What has male dominance/women’s presence in this profession meant? The study is based on material from state education archives (Statens Brandskola, Statens Brandnämnd) interviews with chimney sweeps, media materials. The study focuses on how power structures interact in the social and cultural processes of professions. (Show less)

Karoliina Puranen-Impola : Teachers and the Practice of Punishing Pupils: The Case of the Early Twentieth Century Finland
This paper examines the use of punishments in the everyday of schools of the past in Finland. Albeit the history of school punishment is relatively extensively researched, less attention has been paid to the implementation of punishments. Earlier research has focused mainly on the discourses in pedagogical texts, manuals, and ... (Show more)
This paper examines the use of punishments in the everyday of schools of the past in Finland. Albeit the history of school punishment is relatively extensively researched, less attention has been paid to the implementation of punishments. Earlier research has focused mainly on the discourses in pedagogical texts, manuals, and instructions that regulated the use of punishments. Moreover, a very little is known about the teachers who often were responsible of punishing the pupils. In this paper I aim to fill this gap by focusing particularly on the different social factors that categorised these teachers. I analyse how categories such as gender, age, and social background which the teachers represented influenced the implementation of punishments.
To achieve the aim of this paper I analyse the teachers’ registers and punishment records kept by the teachers of seven Finnish secondary schools in the early 20th century. Both of these sources were created in connection with the everyday practices of the schools. Thus, they enable me to obtain a broad view of how different social categories influenced the practice of giving punishments. I supplement the said sources by analysing the memoirs written of the schools by their former pupils. These memoirs shed further light on the use of punishments, offering a more detailed information of the pupils’ perspective. (Show less)



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