Wednesday, 11 March 2026

Jakub Střelec: Od trestu k terapii Forenzní psychiatrie v poválečné obnově Evropy [From Punishment to Therapy Forensic Psychiatry in Postwar Europe's Reconstruction].

 Jakub Střelec: Od trestu k terapii Forenzní psychiatrie v poválečné obnově Evropy [From Punishment to Therapy Forensic Psychiatry in Postwar Europe's Reconstruction]. Karolinum 2026. ISBN 978-80-246-6019-6

Jak rozuměli odborníci v poválečné Evropě násilí? Kniha zkoumá přístupy psychiatrů a psychologů k násilnému chování a kriminalitě ve třech odlišných společnostech - v komunistickém Československu, západním Německu a Velké Británii v letech 1945-1970. Prostřednictvím rozboru soudně odborného vědění a psychiatrických posudků sleduje, jak se do hodnocení lidského chování a vymezování hranic trestní odpovědnosti promítaly válečné zkušenosti, dobová mentalita, společenské postavení či etnicita. Srovnání napříč železnou oponou odhaluje nejen rozdíly, ale i sdílené naděje vkládané do vědy jako nástroje utváření člověka a společnosti.


CFP: Evidence, Experience, and Authority in Contested Knowledge

 CFP: Evidence, Experience, and Authority in Contested Knowledge - Innsbruck 27.08.2026 - 28.08.2026, deadline: 15.05.2026

When we want to convince others of our beliefs, we usually offer arguments, and, crucially, evidence. Sometimes this evidence is mundane and undisputed; more often it is complex, contested, or ambiguous. But what happens when claims concern phenomena that, by their very nature, resist empirical verification?

Photographs of flying saucers, leaked documents allegedly exposing global conspiracies, first-person accounts of alien abductions or divine visions, yeti footprints, testimonies of spirit communication, rattling tables and flickering lights in séances: in many discourses, evidence is central to credibility even when no evidence in the strict “scientific” sense can exist. Yet such claims are rarely presented as groundless. Instead, elaborate forms of justification, authentication, and evidential reasoning emerge.

This workshop explores how evidence is constructed, negotiated, and evaluated in discourses about phenomena that inherently evade empirical proof. This is particularly timely, as recent political and technological developments are reshaping narratives, demanding renewed scrutiny of how evidence is framed, contested, and weaponized.


Thus, in this workshop we ask how different communities define what counts as evidence, which semiotic, linguistic, narrative, and material resources they mobilise, and how these practices interact with broader cultural, political, and media environments


Scope and Perspectives

The workshop is explicitly interdisciplinary and invites contributions from, among others:

- Linguistics

- Media and communication studies

- Cultural studies

- Religious studies

- Sociology and anthropology

- Psychology and social psychology

- Political science and extremism studies

- Science and technology studies (STS)

- History of knowledge and ideas

- Folklore and myth studies


We are particularly interested in how these perspectives can be brought into dialogue and where their analytical tools converge, or clash.


Thematic Clusters


To foster focused yet comparative discussion, the workshop will be structured around four thematic clusters. Each cluster will bring together scholars from different disciplines working on related phenomena:


1. UAPs, UFOs, and extraterrestrial encounters: From late-1940s accounts of flying saucer sightings to recent U.S. Congressional hearings featuring whistleblowers and alleged first-hand military witnesses, how has the presence - or absence - of evidence shaped public, institutional, and military discourse on unidentified anomalous phenomena (UAPs)?

2. New religious movements, alternative spiritualities, and occulture: In contexts that, by definition, resist rationalist explanations yet often place strong emphasis on tangible demonstrations of supernatural agency, how is ambiguous evidence negotiated, interpreted, and legitimised?

3. Political conspiracy narratives: How does conspiratorial thinking emerge through alternative forms of causality, locating evidence not in rational proof but in intuition, synchronicity, and felt interconnectedness? In what ways do conspiracy narratives reify and weaponise coincidence as objective evidence? What roles do the internet, social media, and AI play in the recent resurgence and transformation of conspiracy theories?

4. Ghosts, cryptids, and paranormal phenomena: What are the complex and often nebulous relationships between evidence, hoax, and narrativisation in accounts of paranormal phenomena? How do technology and scientific discourse contribute to the construction and validation of evidence in paranormal practices such as ghost hunting?


Across all clusters, we are interested in questions such as:

- What counts as evidence, and for whom?

- How are absence, secrecy, or unverifiability turned into argumentative resources?

- Which linguistic, visual, narrative, or performative strategies are used to establish credibility?

- How do the affordances of different media environments shape evidential practices?

- How do participants anticipate, pre-empt, or counter scepticism?


Format and Goals


This will be a small, intensive workshop designed to prioritise discussion and exchange over lengthy presentations. Contributions will take the form of short, focused papers, followed by extended discussion sessions and cross-thematic roundtables.

A central aim of the workshop is to explore how interdisciplinary cooperation on the construction of evidence can be meaningfully organized across disciplines, objects of study, and methodological traditions. The workshop provides an ideal setting for launching this longer-term interdisciplinary conversation.


Submission Details


We invite submissions of abstracts (up to 300 words, excluding references) for our upcoming workshop.

Please submit your abstract by 15 May 2026 to m.polato@mmu.ac.uk and lucia.assenzi@ph-tirol.ac.at

Notifications of acceptance will be sent by 15 June 2026.

We look forward to your contributions!


Sunday, 8 March 2026

CFP: DARK MATTER: Revisiting the Architecture of Coal in Post-War Europe

 We are excited to invite submissions for DARK MATTER: Revisiting the Architecture of Coal in Post-War Europe, an in-person conference hosted by the ACME (Architecture of Coal in Modern Europe) project (ERC Advanced Grant, 2024–2030), taking place at the Irish Architectural Archive, Dublin on 5+6 November 2026.

We welcome interdisciplinary contributions that explore (but are not limited to) the following thematic territories:

Architecture of coal modernisation

Visual culture, media, and propaganda

Modernisation and infrastructure

Institutional care for labour (baths, hospitals, schools, clubs, libraries, social networks)

Housing and settlement

Transitions and afterlives of extractive landscapes

 

Keynote speaker: Łukasz Galusek (Director, Silesian Museum, Katowice)

Guest expert panellists include: Tom Avermaete, Stefan Berger, Carola Hein, Imre Szeman (others to be confirmed)

For submission details please see attached document and submit here: https://forms.office.com/e/pA835e4JBk 

 

With best wishes,

The DARK MATTER / ACME Conference Team

Professor Gary A. Boyd, Dr Tabassum Ahmed, Dr Emma Campbell, Dr Rebecca Jane McConnell, Anna Cooke, Niall Patrick Walsh, Dr Jack Kavanagh

Saturday, 7 March 2026

CFP: Invisible.Things unseen in science. Prague, 08.- 09.09.2026

 

Invisible.Things unseen in science

(please note that this cfp is aimed at early career scholars, i.e. at MA students, PhDs and early postdocs)

This year's topic for the Driburger Kreis (DK) can be summed up by one simple adjective: invisible.

The Cambridge (online) dictionary defines the term as follows: ‘impossible to see’ and also: ‘ignored, not noticed, or not considered’. The conference theme thus offers a wide array in which to approach the term: research that focuses on what cannot be seen with the naked eye; that which has often been overlooked; that which has been deliberately made invisible.

A quick search in a German university library catalogue (KVK) reveals how this range has been addressed in very different areas of research. For example, the keyword “invisible” brings forth a monograph on the role of mathematics in weather forecasts, a study on migration from Bulgaria to Germany, and a book on the invisible in urban planning.

The topic “Invisible” was already selected by DK participants in 2018. Since the DK's topics are chosen democratically by the previous year’s participants and are based on current issues and topics, even themes that have already been addressed in previous editions may be revisited. The repeated election of the title ‘Invisible’ shows how relevant the topic continues to be for early-career researchers in the history of science, medicine and technology. We look forward to revisiting the topic with new questions and perspectives.”

The history of science, medicine and technology has many opportunities to make the invisible visible in its research – and repeatedly demonstrated this commitment in publications. In recent years, for example, historians of science have increasingly focused on female researchers, examined colonial and National Socialist contexts of knowledge production, and drawn attention to gender and ethnic bias in medicine – thus highlighting the hidden, overlooked and marginalised aspects of this topic.

Still, the superficial dimension of the invisible, the ‘impossible to see’, has brought new challenges in recent years as well: during the COVID pandemic, scientists reached their limits in communicating the dangers of an invisible virus. Many people argued based on what they could see in their own surroundings. The discrepancy between the invisible world of research, and the visible world of their everyday lives shook many people's faith in science. And not only in the context of the pandemic, but also in many other areas, such as climate research, the authority of scientific research is being called into question again and again. So how can scientists communicate their invisible research to an increasingly divided and critical society?

The Driburger Kreis' overarching theme invites us to take a multidimensional approach to ‘invisible’ fields of research, actors, structures, and dynamics. Possible topics and questions might include the following:

- How do scientists research objects that cannot be seen with the naked eye? What developments and inventions play a role in this?
- How was and is research on the invisible communicated to society (or funders)?
- Hierarchies and gender aspects: Who was and is invisible in the scientific community?
- Bias in medicine (and other scientific fields): What data is and was used in research? And who remains invisible in the process?
- Political dimensions of science: How and why is and has research been actively made invisible?
- Where does the data that has advanced science come from? What remains invisible in this context?

Contributions beyond the main theme are welcome as well!

Luisa Vögele (University of Tübingen)

Abstracts of no more than 300 words, including a short CV (combined in a Word-compatible document), should be sent to the Driburger Kreis organization team (info@driburgerkreis.de) by April 1, 2026. A total of 30 minutes (15 min presentation, 15 min discussion) is planned for the presentation and discussion, so that there is sufficient time for feedback and questions.

If you have any questions about the topic or the event in general, please contact the organizing team (also at info@driburgerkreis.de).
Guidelines and assistance for writing abstracts, as well as further information on the presentation format, can be found at https://www.driburgerkreis.de/.

Kontakt

info@driburgerkreis.de


Wednesday, 4 March 2026

Lecture series: History of Academic (Un)Freedom in Central and Eastern Europe

 We are happy to invite you to our upcoming lecture series “History of Academic (Un)Freedom in Central and Eastern Europe”!


From April to July 2026, colleagues from across Europe and the US will join us (in Dresden and online) to discuss the past and present of academic freedom in Central and Eastern Europe — from the 19th century to the post-Soviet period.


Thursdays, 4:40–6:10 pm

Dresden & online

The Zoom link is available here:

https://tu-dresden.de/gsw/slk/zmoe/tagungen/history-of-academic-un-freedom-in-central-and-eastern-europe 

Academic (un)freedom is a highly topical and contested issue in light of recent developments not only in Central and Eastern Europe but far beyond. Scholars and intellectuals have increasingly been confronted with professional bans, forced emigration, political pressure, and public defamation, while freedom of expression and opinion has come under growing strain.

This lecture series explores the phenomenon of academic (un)freedom from a historical perspective, spanning the period from the eighteenth century to the present day. By examining a wide range of media and forms—including legal frameworks, institutional practices, educational systems, publications, and teaching—the series aims to illuminate how academic freedoms have been negotiated, restricted, defended, and transformed over time, and how these dynamics continue to shape scholarly work and public discourse today.


April 16Klavdia Smola/Holger Kuße (Dresden)
Einführung /Introduction (only for students / nur für Studierende)
April 23Jan Surman/Kirill Levinson (Prague/Vilinius)
Academic Freedom in Central Europe in the Long 19th Century as an Idea and as a Practice
April 30Maksim Demin (Bochum)
Weak Centers, Strong Peripheries: Language, Mobility, and Academic Freedom in Alexander I’s Russia
May 7Irina Savelieva (Houston)
University Governance Regimes in Russia: From the Soviet Model to Post-Soviet Diversity
May 14No lecture - holiday.
May 21Nadezhda Beliakova (Bielefeld)
Academic Unfreedom in Religious Studies: From Late Soviet Academic Tensions to Post-Soviet Transformations
May 28Elena Zemskova (Tel-Aviv)
Between 'Domestic' and 'Foreign': Why Comparative Literature Failed to Establish in the Soviet Union and Post-Soviet Russia
June 4Elena Gapova (Michigan)
Autonomous Universities in the Post-Soviet Region: the Case of European Humanities University (EHU) in Belarus
June 11Ella Rossman (Prague/Leipzig)
Feminist Scholarship and Academic Freedoms in Russia: A Historical Perspective
June 18Kirill Ospovat (Wisconsin-Madison)
Knowledge as Power and Unfreedom: The Baconian Paradigm and the Origins of Imperial Science in Russia
June 25Dina Gusejnova/Friedrich Cain (London/Wien)
Book Presentation
Academia and the People. Universities, Knowledge Communities, and Dissent in Central and Eastern Europe, ca. 1900-20
July 2Dmitry Dubrovskiy (Prague)
Autonomy, Academic Freedom, Internationalization, and Authoritarian Modernization in Russia 2000-2022
July 9Georgiy Kasianov (Lublin)
(Un)usual Suspects: Academia, State, and Public Opinion

Call for Participants: Tensions of Europe Summer School 2026

 Call for Participants: Tensions of Europe Summer School 2026

The Tensions of Europe Early Career Scholars Network is looking forward to seeing you at the summer school organized in connection to the XII Tensions of Europe Conference “The meaning of the past in sustainable futures,” Eindhoven University of Technology, Eindhoven, The Netherlands, 8-10 July, 2026.


The summer school will take place in Dordrecht, the Netherlands, July 6-7, 2026. It aims at introducing early career scholars to the Tensions of Europe community as well as to facilitate networking between scholars across borders, and support the consolidation and building of new academic skills.


The summer school is organised to a large extent around workshops and group discussions. Participants will be asked to do some preparatory readings (3 to 5 papers); to write a short text on their research which will be circulated before the summer school (300-500 words); and to prepare a very brief presentation on it (2-3 minutes). Additional information and materials will be provided after the notification of acceptance.


Confirmed guests include prof. Ruth Oldenziel (TU Eindhoven, Technology and Culture), prof. Nina Wormbs (KTH Royal Institute of Technology), dr. Anna Aberg (Chalmers University of Technology), dr. Emily Clark (University of Amsterdam), dr. Anne Helmond (Utrecht University). The full programme will be published in March.


We invite applicants to submit a short bio and a short text (300-500 words each) on their research project and their motivation for joining the summer school. Participation is open both to PhD and Postdocs.


Applications should be sent by March 22, 2026, 23:59 (CET), through this form:


https://framaforms.org/tensions-of-europe-summer-school-2026-participation-form-1771335576


Applicants will be notified of the results by early April, 2026. If you have questions, you can reach out to Ginevra Sanvitale (sanvitag[at]tcd.ie).


The participants of the summer school are expected to be on-site. Due to the highly interactive nature of most summer school sessions, we are unable to provide online participation.


The participation fee is 50 euro. It includes the welcome dinner, summer school lunches and coffee breaks, and the field trip. Participants will be responsible for their travel plans and accommodation. A limited number of travel grants will be offered to support participants without an institutional budget.


This Tensions of Europe Summer School is sponsored by the ToE network, alongside its institutional partners (Eindhoven University of Technology; Foundation for the History of Technology; European University Viadrina; KTH Royal Institute of Technology; Luxembourg Centre for Contemporary and Digital History (C²DH); National and Kapodistrian University of Athens; Norsk Teknisk Museum), and by the 4TU History of Technology center (Delft University of Technology, Eindhoven University of Technology, the University of Twente, and Wageningen University & Research)


Programme (to be finalised in March)


July 6


Your PhD in 3 minutes - Guests to be announced

In this session, participants presents their PhD or postdoc project and receive feedback from experienced scholars in the history of technology, as well as other Summer School participants.


Sound Recording Technology, Modernity/Coloniality, and the Very Big Sonic Archive - dr. Emily Clark (University of Amsterdam)

With the invention of portable sound recording technology around the turn of the 20th century, early comparative musicologists imagined amassing a vast archive of sonic data recorded in “the field” that could answer big questions about human difference, the origins of creativity, and the nature of humanity. In the present age of digitization and datafication, the imaginary of a very big archive that represents the world’s musical diversity is closer to realization. But the use of historical sound recordings (especially ones from contested contexts) in contemporary knowledge-making practices requires critical reflections on scientific objectivity and sonic evidence of human difference and the past.

In this presentation, I share reflections from my currently ongoing research on ethnographic sound recording collections from the context of Dutch colonial history. Drawing from several collections that were created in the Dutch East Indies, South Africa, the Caribbean, and the rural Dutch countryside, I investigate themes including: the entanglement of methods and theories used in colonial ethnography and European studies of “the folk”; the histories of archival stewardship that make specific sound collections (in)accessible; the digitization and datafication of sound recordings, including for use in contemporary data-driven scholarship; and possibilities for critical reinterpretation of historical collections, for example through restitution or artistic reappropriation.


Digital Methods for Web History: Platform Historiography - dr. Anne Helmond (Utrecht University)

This session introduces digital methods for web history to study websites, platforms, and apps as evolving digital media objects and as key environments where social issues unfold over time. It addresses the challenge that these objects are continuously updated, often overwriting earlier states, while still leaving traces that can be repurposed for historical analysis. The session shows how archived web materials can be used to reconstruct change across multiple levels: (1) Socio-cultural: Using archived pages to track public discourse, controversies, and cultural phenomena unfold over time within archived web spaces. (2) Analysing front-end change, including interface design, platform affordances, and policy texts (for example Terms of Service or moderation guidelines) to examine how participation, visibility, and governance are reconfigured over time. (3) Excavating back-end histories through archived source code to trace the development of tracking and advertising technologies. Participants will learn how to work with web archives to build longitudinal datasets, analyse change across websites and platforms, and develop website or platform biographies. The aim is to provide a practical toolkit for doing historical research with digital traces and web archives, alongside a clear understanding of archival limitations, tool choices, and methodological trade-offs.


July 7


Oral histories in old and new ways. A workshop/discussion about different methods of oral history - dr. Anna Aberg (Chalmers University of Technology)

In this workshop we will discuss the different ways we do or could do oral history (including, but not limited to, through interviews, walks, collective biography writing, witness seminars, group interviews, etc.). You will be asked to present your own experiences with oral history methods, or why you do not use them, and we will touch upon their different challenges and uses.


Reaching beyond the academy - prof. Nina Wormbs (KTH Royal Institute of Technology)

In this session I will share my experience working with non-academic audiences. This can be done in several ways, and on the basis of different kinds of expertise. One is to share research findings with people outside of academia, though popular writing, media participation or public lecture. Another is to put ones skills in reasoning and perspectivising in use in public inquiries, boards or advisory groups. These and other ways of thinking and communicating history of technology does not only profit society, but is also personally very stimulating and feeds back into research and innovation.


Closing lecture - prof. Ruth Oldenziel (TU Eindhoven, Technology and Culture)


Adam Kucharski: Podróże edukacyjne Lubomirskich w XVIII wieku. Studium z dziejów mobilności i wykształcenia koronnych elit magnackich Rzeczypospolitej [The Lubomirski family's educational travels in the 18th century. A study of the history of mobility and education among the magnate elites of the Polish-Lithuanian Commonwealth].

 Adam Kucharski: Podróże edukacyjne Lubomirskich w XVIII wieku. Studium z dziejów mobilności i wykształcenia koronnych elit magnackich Rzeczypospolitej [The Lubomirski family's educational travels in the 18th century. A study of the history of mobility and education among the magnate elites of the Polish-Lithuanian Commonwealth]. Wydawnictwo Naukowe UMK 2025. ISBN:978-83-231-6262-9


Magnacka rodzina Lubomirskich herbu Szreniawa, należąca do koronnej elity państwa, odegrała ogromną rolę w dziejach Rzeczypospolitej XVI–XVIII w. W dotychczasowej literaturze historycznej poświęcano sporo uwagi dokonaniom jej reprezentantów na polu polityki, gospodarki, kultury oraz spraw społecznych. Szczegółowo analizowano także kwestie rodzinne. Niniejsza monografia przedstawia poszczególnych Lubomirskich w XVIII w. w nieco odmiennej optyce – przez pryzmat ich wykształcenia i podróży edukacyjnych po Europie, które w tym stuleciu odbyli prawie wszyscy młodzieńcy tego rodu. W badaniach wykorzystano różne typy przekazów źródłowych – korespondencję listowną, instrukcje wychowawcze, metryki uczelniane, rejestry wydatków, relacje prasowe i pamiętnikarskie oraz dzienniki podróży. W układzie chronologicznym ukazano przebieg podróży edukacyjnych kolejnych męskich potomków rodziny w XVIII w., rozpoczynając od zarania epoki saskiej. Narracja przedstawia te kwestie na szerszym tle, z uwzględnieniem edukacji krajowej, tradycji antenatów oraz roli rodziny, opiekunów, guwernerów, mentorów i najbliższego otoczenia podróżujących. Wpływ na przebieg podróży edukacyjnych Lubomirskich miały ważne wydarzenia polityczne w kraju: wielka wojna północna, wojna o sukcesję polską, konfederacja barska, pierwszy rozbiór. Wyjazdy kształcące Lubomirskich do Francji, Austrii, Włoch, Saksonii, Czech, Holandii i Szwajcarii oraz na Śląsk miały za cel nawiązanie kontaktów, zdobycie ogłady i doświadczenia, zwiedzanie oraz kształcenie prywatne i naukę w różnorodnych rodzajach szkół – poczynając od kolegiów zakonnych, przez popularne akademie rycerskie i nowoczesne szkoły wojskowe, na uniwersytetach kończąc. Lubomirscy utrzymywali kontakty z koryfeuszami ideologii oświecenia oraz towarzystwami naukowymi. Osobny rozdział został również poświęcony zagranicznym wyjazdom pań Lubomirskich. Grand tour kobiet z tej familii magnackiej odznaczał się bogactwem aspektów: rodzinnych, edukacyjnych, krajoznawczych i kolekcjonerskich. Dużą rolę w mobilności kobiet odgrywały także podróże lecznicze do kurortów wód mineralnych pozwalające na osiągnięcie celów zdrowotnych, towarzyskich, kulturalnych i poznawczych.




Jakub Střelec: Od trestu k terapii Forenzní psychiatrie v poválečné obnově Evropy [From Punishment to Therapy Forensic Psychiatry in Postwar Europe's Reconstruction].

 Jakub Střelec: Od trestu k terapii Forenzní psychiatrie v poválečné obnově Evropy [From Punishment to Therapy Forensic Psychiatry in Postwa...