Preliminary Programme

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

Thu 13 April
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    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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Friday 14 April 2023 11.00 - 13.00
N-10 EDU11a Workers’ Education. Enlightenment, Education, and Empowerment I
C33 (Z)
Networks: Education and Childhood , Labour Chair: Jenny Jansson
Organizers: Jenny Jansson, Jonas Söderqvist Discussants: -
Lina Rahm : Automated Socialism: The Swedish Labor Movement and Educational Films of a Sociotechnical Future, 1956-1986
The paper examines how the Swedish Trade Union Confederation depicted technology and the future in educational films produced produced 1956-1986.

Ana Rajkovic Pejic : Battle for the Brain: Struggle of the Yugoslav Social Democrats and Communists for Supremacy over the Working Class (1918-1939)
In the royalist Yugoslavia, the education of workers took place primarily within the workers’ common houses and the workers’ academies. A number of such institutions had been established before the First World War and they became the main gathering places of the working class. Lectures were given there, socialist literature ... (Show more)
In the royalist Yugoslavia, the education of workers took place primarily within the workers’ common houses and the workers’ academies. A number of such institutions had been established before the First World War and they became the main gathering places of the working class. Lectures were given there, socialist literature was available at those places, and meetings were held to discuss a wide range of topics, ranging from the basic principles of Marxism to issues such as abortion and colonialism.
Having in mind the fact that the Communist Party of Yugoslavia was banned in 1920 and that the Yugoslav labor movement was divided between the social-democratic and communist parties, the aim of the presentation is primarily to present their struggle for supremacy over the ownership of these institutions. Furthermore, the goal is to describe the activities of the workers’ common houses and academies and the government’s attitude towards their work.
The presentation is based on the analysis of archive documents that are available in several Croatian archives (Zagreb, Osijek, Slavonski Brod), as well as on the analysis of articles that were published in the contemporary workers’ newspapers (Organizovani radnik, Radni?ki list, Pravda, etc.). (Show less)

Jonas Söderqvist : Social Mobility in Times of Social Upheaval. The Students and their Education at Brunnsvik, Hola and Väddö Folk High Schools, 1906-1921
In Sweden during the late 1800s, access to secondary education was not attainable for everyone. The school system separated pupils with parents who could afford to pay for tuition and boarding from those that came from less resourceful backgrounds.
However, in a society in the throes of industrialization, this system was ... (Show more)
In Sweden during the late 1800s, access to secondary education was not attainable for everyone. The school system separated pupils with parents who could afford to pay for tuition and boarding from those that came from less resourceful backgrounds.
However, in a society in the throes of industrialization, this system was rapidly changing. Among the new forms of educational institutions were the folk high schools. First introduced in the 1860s in rural areas of Sweden, they offered education to the sons (but not the daughters) of land-owning farmers. By the turn of the century gender-mixed education was introduced for students from the working class, and higher forms of education became accessible to new groups in society. This was utilized by the expanding popular movements, as they saw the folk high schools as a means for providing education for members and officials.
By using a mixed methods approach, combining descriptive statistics with life- and microhistory analyses of prosopographical data from a range of sources, I examine the social mobility of students from three folk high schools between 1906–1921: Väddö (est. 1873), Hola (est. 1896) and Brunnsvik (est. 1906). (Show less)



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