Call For Papers: Adventures in Chemistry and Technology: Exploring the Legacy of 19thCentury Innovation in Textiles, Jewellery and Materials

This one-day symposium seeks paper proposals from a wide range of disciplines, including design historians, jewellery historians, economic and industrial historians, textile, fashion and jewellery practitioners, historians of science, museum and gallery curators, trade bodies and company archivists to discuss material histories of textiles and Jewellery. Papers might address: * historical innovation in aesthetic design and modern textile design * fashion and jewellery-materials * chemistry and making technologies of making * stories of chemists and early material scientists contributing to the world of craft and design and of makers and artisan manufacturers becoming chemists and inventors from c. 1830-1940 * papers directly addressing electrification, new materials, material-textual-visual combinations of art and science and manufacturing, machines and patenting for economic, social or environmental benefit. Individuals chosen will present short papers on research ideas/questions of 15 minutes. Abstracts of no more than 500-words are requested. Please submit abstracts to Dr Jo Horton and/or Subject Leader-Textiles and Contour Fashion Ms Buddy Penfold. Email: jhorton01@dmu.ac.uk

Email: bpenfold@dmu.ac.uk

Heidi Hein-Kircher: Lembergs "polnischen Charakter" sichern: Kommunalpolitik in einer multiethnischen Stadt der Habsburgermonarchie zwischen 1861/62 und 1914. Stuttgart: Franz Steiner Verlag 2020. ISBN 978-3-515-12694-6 (Print); ISBN 978-3-515-12696-0 (eBook)

URL: http://www.steiner-verlag.de/titel/61919.html

Kurztext

Die Nationalisierungs- und Modernisierungspolitik der multiethnischen galizischen Hauptstadt Lemberg führte vor 1914 zur Eskalation des Nationalitätenkonfliktes zwischen Polen und Ruthenen. Hierbei konstruierten die kommunalpolitischen Akteure diskursiv den "polnischen Charakter" der Stadt und dessen Gefährdung, um ihre politische Agenda vor Ort durchzusetzen und die jüdische und ukrainische Bevölkerung zu marginalisieren.

Durch die Analyse zentraler Themenfelder der Stadtentwicklungs-, Kultur-, Bildungs- und Geschichtspolitik macht Heidi Hein-Kircher die grundlegenden Diskurse und Praktiken, Strategien und Visionen sowie Wertvorstellungen der Lemberger Kommunalpolitik sichtbar: Indem die kommunalpolitischen Akteure die notwendige Stadtentwicklung als ethnisch-nationales bzw. national-kulturelles Sicherheitsproblem für die eigene, d.h. polnische Gruppe, darstellten, legitimierten sie ihre eigenen politischen Praktiken und Strategien und entwickelten daraus zugleich eine Vision, wie Lemberg als polnische und nicht als multiethnische Stadt zukünftig aussehen sollte.

Aus dem Inhalt

Von der kommunalen Vermögensverwaltung zur beginnenden Politisierung der Gemeindeangelegenheiten | Die Arena erobern und sichern: kommunale Autonomie als Resonanzraum des polnischen Führungsanspruches | Die Vision umsetzen: Stadtentwicklung als Herausforderung und Modernisierungsversprechen | Den polnischen Charakter stärken: städtische Bildungsund Kulturpolitik als polnisches Leistungsversprechen | Die multiethnischen Traditionen marginalisieren: städtische Geschichtspolitik und Selbstdarstellung | Lembergs „polnischen Charakter“ sichern. Ein Fazit | Bibliografie | Register

Die Autorin Heidi Hein-Kircher ist Leiterin der Abteilung Wissenschaftsforum am Herder-Institut für historische Ostmitteleuropaforschung und Privatdozentin an der Philipps-Universität Marburg. Zu ihren Forschungsschwerpunkten gehören die Stadtgeschichte Ostmitteleuropas, die Sicherheits- und Konfl iktgeschichte sowie Erinnerungskulturen im östlichen Europa.

Cheiron and ESHHS joint virtual meeting

Cheiron (The International Society for the History of Behavioral and Social Sciences) and ESHHS (The European Society for the History of the Human Sciences) are pleased to announce the program and the opening of registrations for their joint virtual meeting, to be held July 9-11. Session times have been chosen to allow a maximum number of scholars to participate, from time zones across the Americas and Europe. You can find further details of the program below, and on the ESHHS website: eshhs.eu<http://eshhs.eu>. Registration is free, but participants must register to receive access to conference materials and online sessions. Register at the following link: https://forms.gle/ZNNUgj87Afw3b93H9 For any questions, please contact the Program Chairs at cheiron.eshhs.2020[at]gmail.com. Best wishes, Ann Johnson & Kim Hajek, Program Co-Chairs Thursday 9 July (UK, Ireland, Portugal): 15:30-17:30 / (Central Europe): 16:30-18:30 Welcome & Mixed Session: Human Sciences and Social Reform - LIVE TALK + DISCUSSION: Psychologization in and through the women’s movement: Consciousness-raising in Austrian feminist activism in 1970s. Nina Franke & Nora Ruck - LIVE TALK + DISCUSSION: Franco Basaglia, the “New psychiatry” and the refusal of psychotherapy. Andrea Romano & Renato Foschi - DISCUSSION OF UPLOADED PAPER: Sociology and Social Ethics at Harvard: The Department that Might Have Been. Lawrence T. Nichols (UK, Ireland, Portugal): 18:00-19:00 / (Central Europe): 19:00-20:00 Cheiron Book Prize Session: Empathy: A History by Susan Lanzoni. Friday 10 July (UK, Ireland, Portugal): 15:00-16:45 / (Central Europe): 16:00-17:45 Live Session: Intellectual Influences & Interdiscplinarity - The Durkheimians and the Critique of “Biological Sociology”. Daniela Barberis - Unconscious Inferences in Experimental Psychology: Peirce and Wundt. Claudia Cristalli - Interdisciplinarity as an Editorial Strategy? The Case of the “Encyclopaedia of the Social Sciences” (1930-1935). Marie Linos (UK, Ireland, Portugal): 17:15-18:30 / (Central Europe): 18:15-19:30 Live Session: Children as Moral Agents - Child’s Autonomy or Control? The Deployment of Behaviour Modification in Child Psychiatry, France, 1970s. Milana Aronov - Constructing the Moral Infant in American Medical and Scientific Discourse, 1850s- 1920s. Elisabeth Yang Saturday 11 July (UK, Ireland, Portugal): 15:00-16:00 / (Central Europe): 16:00-17:00 Mixed Session: Cold War Psychology - DISCUSSION OF UPLOADED PAPER: Boris Parygin’s Personality Social Psychology. Irina Mironenko - LIVE TALK + DISCUSSION: Was Linda a Feminist? Nuclear Dread, Dual Process Theories, and the End of Cold War Cognition. Michael Pettit (UK, Ireland, Portugal): 16:30-18:00 / (Central Europe): 17:30-19:00 Mixed Session: The Personal Factor - LIVE TALK + DISCUSSION: A Crisis of Spirit: How Philip Brickman Experienced and Confronted the 1970s Crisis in Social Psychology. Benjamin Wegner. - DISCUSSION OF UPLOADED PAPER: William McDougall and Psychoanalysis. Sam Parkovnick - DISCUSSION OF UPLOADED POSTER: A Memoir: Maslow and the Brandeis Psychology Department: 1962 through 1965. Kenneth Feigenbaum

Call for Articles: How computers entered the classroom, 1960-2000. Education and Work, Institute of Education, University of Zurich. Deadline 18th September 2020.

URL: https://www.digitalagenda.ch/wp-content/uploads/2020/06/CfP_How-computers-entered-the-classroom_final.pdf

In historical research, there are now numerous studies devoted to digital change in Europe. The term “digital change” is used to cover all the structural adjustment processes – political, economic, social and cultural – that society is undergoing both as a result of and in response to the progressive introduction of digital technology to our everyday lives. As computers became gradually smaller, more affordable and easier to use, they spread from universities and research institutions to offices, small companies, libraries, private homes and classrooms. Today they are not only used by scientists and engineers, but also by the general public. Digital technologies have gradually permeated everyday tasks and interactions at home, work, education and leisure. This development is often associated with the notion of an emerging “digital society”.

However, in research on the history of education, the question of how computers conquered the classroom, has so far been totally neglected. Almost 20 years ago, in his ground-breaking study on the implementation of new information technologies in Silicon Valley schools, Larry Cuban impressively demonstrated the importance of a historical perspective for understanding the digital present. But only recently did historians take up this challenge. Research projects and historical publications are beginning to address the role of education and training in the emergence of a “digital society”. However, comparative or transnational studies are still rare in recent research and it is almost impossible to obtain an overview of the different regional and national developments. Whilst studies in the USA are now available, the introduction of computers in European schools has not yet been comprehensively analysed. We would like to address this research gap with an anthology that deals with the introduction of various microchip-based technologies in schools and universities in Europe. National case studies on developments in the north, south, east and west of Europe will be invited, as well as historical studies of transnational entanglements related to the introduction of new technologies in the classroom.

The individual contributions will focus on the driving forces behind the introduction of computers and other microchip-based technologies in education. In a heuristic approximation, government agencies, computer hardware and software producers, telecommunication companies, interested teachers, computer enthusiasts, students, publishers of teaching materials, professional and business associations, can all be included as influential actors or interest groups. Studies on public schools, universities and vocational schools should be considered as they are likely to play a special role in the introduction of computers. Individual historical case studies should not only focus on the purchase and implementation of digital hardware, but also on the acquisition and development of specialized software for educational purposes. However, the history of the introduction of computers in the classroom cannot be told without considering the didactic discussions about the teaching of computer literacy and IT competence.

A further distinction central to this anthology is that the articles should concentrate primarily on technology or computer education after 1960. The focus should be explicitly on the introduction of computers and other microchip-based technologies that are closely related to the digital change in society. Whilst there are already a number of articles on the history of automatic teachers, technological teaching aids, language laboratories or the idea of programmed instruction, the educational history of new information technologies in Europe has not yet been written. Although there are connections and entanglements between the history of educational media or technologies and the history of computer education, historical actors themselves do not always make strict distinctions between the two historical lines. However, whilst the history of educational technologies has been well-researched, this is not the case for the history of education in the context of digital change. For this reason, we propose a shift in perspective that takes greater account of the broader history of economic and technological developments in order to understand changes in schools and classrooms.

This distinction explains the limitation of the investigation period. Whilst new educational technologies have been intensively debated and tested since the end of the 19th century, the question of computer literacy only arose with the invention of the electronic mainframe computer. These computers were able to enter the classroom when appropriate terminals enabled access to remote computer systems. However, the real breakthrough came with the invention of the personal computer. This facilitated the decentralized parallel use of microchip-based technologies in business, administration, science and private households. Schools were therefore confronted with the question of how they should deal with these new technological challenges.

We mention here just a few of the possible challenges that the various stakeholders might have faced. Repeatedly, teachers and students had to appropriate the new technologies. They had to manage the tension in the classroom between the logic and dynamics of new technology on the one hand, and established processes, traditional roles and structures on the other. Teachers and students needed to be prepared for the use of computers for educational purposes. They had to learn about computer technology itself and how to use it for teaching and learning. Hardware producers and software developers on the other hand, had to tailor their products to educational needs and convince teachers and school authorities of the value and usefulness of these products. At the same time, the whole educational system was confronted with the threat of an increased corporate influence on public schools and universities. The traditional producers of teaching aids were denied privileged access to classrooms and suddenly had to face fierce competition from the new technology companies. Whilst these examples illustrate just some of the difficulties and struggles that arose from the introduction of computers into the classroom, there is no doubt that new information technologies have affected education, training systems and the involved stakeholders in a myriad of ways.

We invite you to submit a proposal (~500 words) for a case study on how computers entered the classroom in at least one European country. Papers which also consider transnational entanglements are particularly welcome. Please send your proposals to cflury@ife.uzh.ch and mgeiss@ife.uzh.ch by 18th September 2020. On the basis of the proposals, an invitation will be issued to write a draft of the paper (~20’000 characters) by Spring 2021. This will then be discussed in an authors’ workshop (possibly online). Afterwards, all contributors will have the opportunity to revise their draft papers. It is expected that this will be a multi-stage process. The aim is to publish this anthology in an English-speaking publishing house with a broad reach. We hope to be able to hand over the finished manuscript to the publisher by the end of 2021.

Call for Papers: Towards a Global Intellectual History of an Unequal World, 1945-Today (June 10th-11th 2021, Aarhus University, Denmark). Call for Abstracts for a Two-Day Symposium, Deadline for abstracts: August 31st, 2020

This two-day symposium is designed to investigate the global intellectual history of inequality. It will do so through a double global lens: How have intellectuals from around the world thought about inequality in the world?

The aim of the symposium is to contribute with a new transnational intellectual history of inequality in different geographical and cultural contexts. The symposium will investigate links, differences and similarities between different intellectual traditions, as well as the circulation of inequality concepts and knowledge across countries. It aspires to facilitate a unique transcultural and multi-linguistic knowledge about inequality concepts, contributing to the fields of global conceptual and intellectual history. The symposium will aim at a special journal issue on the global intellectual history of inequality, exploring relationships between geographical anchoring (place) and thinking on inequality in history. We are delighted that the journal Global Intellectual History has kindly agreed to be the host of this special issue.

Critics of global intellectual history have rightfully pointed out that few connections are actually truly global (planetary), but can much more adequately be described as transnational or transcultural (or ‘transcolonial’ or ‘transimperial’) connections. Taking this criticism into account, we are interested both in learning more about the intellectual histories of inequality in non-western countries, including in non-English, indigenous languages. Secondly, we are interested in learning more about intellectual and conceptual histories of transnational connections between various parts of the world, such as North-South and South-South connections and intellectual biographies of key thinkers on inequality whose histories are linked to several countries and continents. How did intellectuals across the globe address inequalities in a post-world war II age of ‘development’, promises of universal human rights, new data on inequalities, and of the crucial historical dynamics of the Cold War and decolonization?

Background

Global inequality is one of the major challenges facing the world community. In 2015, the United Nations adopted a new set of world goals, including bringing down inequality (both within and between nations). Studies of ‘global inequality’ have surged in the social sciences and the humanities in the last couple of decades. More broadly, inequality is more than just the simple negation of equality. Dating back to Jean-Jacques Rousseau and up until Thomas Piketty among others, writings on inequality have constituted a separate field of inquiry. In intellectual history, studies on inequality have tended to focus on canonical works or a nation state setting. We do not yet have a global intellectual history of (global) inequality. There is a genuine need for a transnational and transcontinental perspective which not only compares different geographical spaces, but also studies the connectivity in important exchanges of ideas and concepts within the South (as in the history of the Non-Aligned Movement), and between North and South.

Themes: Space, Temporality, Legitimization

We are especially interested in contributions on the intellectual histories of inequality from ‘non-Western’ areas, cultures and languages, and in contributions that map out transnational and transcultural connections in the intellectual histories of inequality. The latter could be—but is not limited to—for example:

• South-North or South-South connections
• Intellectual biographies of (émigré) scholars
• International organizations as a transnational intellectual ‘inequality space’
• Knowledge asymmetries between Northern and Southern concepts of inequality
• Geographical experiences shaping the thoughts of key development economists or other prominent intellectuals on inequality
• How particular traditions of thinking on inequality—from dependency theory to modernization theory, from neoclassical trade theory to world systems theory—crossed continents and borders
• The role of indigenous concepts and political and natural languages on inequality
• Lesser known (marginal, women, indigenous) voices in the global intellectual history of inequality
• While this symposium is mainly devoted to the era from 1945 until the present day, we very much welcome proposals which go further back in history

Inequality is a multidimensional phenomenon, and many different terminologies exist, distinguishing between, for example, national, international and global inequality; inequalities of class, gender and race/ethnicity; horizontal vs. vertical inequalities; vital, resource and existential inequality; recognition vs. redistribution, etc. While we are especially interested in intellectual histories of global economic inequality, we also want to explore other aspect of the multiple global intellectual histories of inequality. Economic inequality very often intersects with other inequalities. Similarly, it is an empirical question what kinds of inequalities intellectuals addressed in the past, and what kind of ‘world’ they understood themselves to belong to. For some, being woman, being black or being part of a lower caste was even more defining for their world than living in particular places, be they nation states, centers or peripheries of empire, or being ‘a citizen of the world’. While we are very interested in histories of intellectuals reflecting on being part of an unequal world (e.g. defined as ‘South’ versus ‘North’ or ‘Periphery’ versus ‘Center’), we acknowledge that the historical experience of what constitutes a persons’ world is highly historically contingent.

We are especially keen on investigating three aspects of the global intellectual history of inequality: space, temporality, and legitimization.

First, as stated in the above, we need to know more about what role space has played in how global economic inequality has been conceptualized. Indeed, the call for a more inclusive intellectual history is especially urgent here. What were the main historical differences, similarities and connections between Northern (Western) and Southern concepts of global inequality in the postwar era?

Second, we need to know more about the role of temporality in historical discourse on inequality. In the context here, temporality can refer to past expectations about whether the world was moving towards more (or less) inequality. Similarly, the concept of ‘development’ is not just a temporal concept in itself, but also a term by which international economic inequalities can be conceptualized as differences in ‘development’. Which temporalities were embedded into discourses on global economic inequalities?

Third, we need to know more about how global economic inequalities are legitimized. Recent research has shown that economic inequality is extremely resilient. Which vocabularies have been used to legitimize high levels of economic inequality, both between and within nations? While some traditions of thought have evaluated inequality negatively, others have been more accepting of inequality (arguing that the real problem is poverty, not economic inequality), such as different varieties of neoclassical and neoliberal economics, theories of marginal productivity and of trickle-down. We need to know more about the historical and geographical dynamics of these different bodies of thought on inequality. How has postwar global economic inequality been legitimized and critiqued?

Format

We are delighted to welcome Adom Getachew (author of Worldmaking After Empire, Princeton U.P. 2019) and Siep Stuurman (author of The Invention of Humanity, Harvard U.P. 2017) as our two keynote speakers. The key notes will be open to the public. We will organize the rest of the symposium around pre-circulated papers, brief paper presentations, followed by comments and discussion in a group of maximum 15-20 participants. Please note that the symposium will be open for digital presentations as well. We welcome proposals from—and on—any region of the world.

Deadline for proposals

Please send a title, a 500-word abstract and a brief (one-page) c.v., all in one document file, to global-inequality@cas.au.dk by Monday 31st of August 2020. In your abstract, please make it clear how your paper relates to the theme(s) of the symposium. Please note in your submission whether you would like to present physically or digitally. While there will be no conference fee, please also let us know whether you will be needing financial help for your travel and accommodation (as we have some limited funds available for such assistance). Selected participants will be notified by 30th September 2020. Participants are expected to send a work-in-progress paper (max 4000 words) by January 31st 2021, and a full paper (max 8000 words) by 31st March 2021. Full papers will be distributed to and expected read by all participants before the symposium.

Queries can be directed to global-inequality@cas.au.dk. Learn more about the project hosting the symposium on www.global-inequality.com

This symposium is sponsored by Independent Research Fund Denmark with the Sapere Aude Research Leader Grant ‘An Intellectual History of Global Inequality, 1960-2015’.

Call for Papers: Trauma-Informed Approaches to Academia- NeMLA 2021 Philadelphia March 13-15 2021. Deadline for submission September 30, 2020

Trauma Informed Care is a term initiated within mental health practices and especially prevalent within work that aims to support vulnerable populations like LGBTQIAP,  sexual harassments and domestic violence survivors, indigenous peoples, people of color and more. Here, the idea is to approach the support of these precarious  lives with the assumption that  they are possibly have endured or enduring diverse forms of trauma “irrespective of the service provided and whether trauma history is known” and to treat them with sensibilities and knowledge that trauma in general would inform (Isobel 589) So, why do we want to talk about trauma informed care in the Graduate School? After all, graduate studies, and especially Ph.D. study, is aimed at a pleasurable learning experience: learning how to research, to produce valuable epistemological knowledges, to teach, to become the intellectual that the university necessitates. Ideally, a graduate student is a researcher, a professor, a teacher in the making; an apprentice that will become a colleague soon with a unique perspective that contribute to their selected topics. However, the real experience of the graduate students is far from a quest of epistemological and vocational becoming. Based on a 2018 study titled “Evidence for a mental health crisis in graduate education” where a large amount graduate students, most of them Ph.D are surveyed, we learn that “graduate students are more than six times as likely to experience depression and anxiety as compared to the general population” and this number increases of course when they are LGBTQIAP or identify as women.(Evans et al.) Other studies underline the sexual harassment and its negative effects on graduate students (Rosenthal and al.)

So, it turns out, graduate students are in fact living in trauma. This may look like an unresponsive advisor, lack of funding resulting in living in constant precarity with some bare minimum, a normalization of exploitation of graduate student labour, bullying from peers, sexist, ageist, homophobic/ transphobic faculty, peers and staff, unadmitted racist attitudes, gaslighting and more….Moreover, on the horizon is a somber job market in crisis where career advisors constantly blame graduate students for not being professional enough and advising to “act other than themselves” rather than admitting that the system itself is clogged, unfair and privileging the already powerful and mighty. Hence, graduate experience becomes a challenge for survival which the survivors are encouraged to forget the minute they land a paying job.

How, then, in the wake of immense collective and personal trauma, can graduate students, especially in humanities, arts and literature navigate a space that, more often than not, is not structured to engage with, support, or heal students with trauma? How can and do graduate students navigate spaces that are notorious for enacting their own forms of trauma? This roundtable seeks to engage with the question of what do trauma-informed approaches to graduate school look like? We are open to multidisciplinary approaches to this question, including theorizing from lived experience, eclectic archives, and close readings of popular texts. Ultimately, the goal of this roundtable is not only to share techniques of survival in the wake of (re)traumatization, but to push for new possibilities for graduate education—ones that, rather than mitigating or dealing with trauma, work towards processes of healing, however that may look.

Some of the suggested topics are:

• The structure of the university and the job market and the role of the graduate students within
• Power in graduate education
• Unionization and recognition of graduate student’s labour
• Countering discrimination in the graduate school
• Trauma informed a advisor- student relationship or what would that look like
• Best practices and approaches of survival
• Race, gender, immigration, ability and graduate studies
• Gender based violence in graduate studies and academia
• Job Market and its discontents
• Communal responses to graduate struggles
• Decolonizing academic studies
• New possibilities for graduate education

Please submit up to a 300 words proposal  along with a brief bio to NeMLA submission portal no: 18684: https://cfplist.com/nemla/Home/S/18684. We welcome personal experiences (if it is safe for you), data studies, utopian plans amidst current academic and worldly crisis. NeMLA will take place in Philadelphia between March 11 and 14. For questions and inquiries, please send us an e-mail: Elif Sendur: esendur1@binghamton.edu and Isabel Felix Gonzales isabelfg@uci.edu.

Evans, Teresa M et al. “Evidence for a Mental Health Crisis in Graduate Education.” Nature Biotechnology, vol. 36, no. 3, Nature Publishing Group, Mar. 2018, pp. 282–84

Isobel, Sophie. “Trauma Informed Care: A Radical Shift or Basic Good Practice?” Australasian Psychiatry, vol. 24, no. 6, SAGE Publications, Dec. 2016, pp. 589–91.

Rosenthal, Marina N., et al. “Still Second Class: Sexual Harassment of Graduate Students.” Psychology of Women Quarterly, vol. 40, no. 3, Sept. 2016, pp. 364–377.

Marek Hałub (ed.) Śląska Republika Uczonych / Schlesische Gelehrtenrepublik / Slezská vědecká obec. Vol. 9. Dresden – Wrocław 2020. ISSN 1733-2699; ISBN 978-83-7977-481-4; ISBN 978-3-86276-301-6

TREŚĆ / INHALT / OBSAH: http://www.atut.ig.pl/files/slaska-republika-uczonych-schlesische-gelehrtenrepublik-slezska-vedecka-obec-tom-ix.pdf

URL: http://www.atut.ig.pl/?1574,slaska-republika-uczonych-schlesische-gelehrtenrepublik-slezska-vedecka-obec-tom-ix

[PL]

Śląska Republika Uczonych / Schlesische Gelehrtenrepublik / Slezská vědecká obec jest cieszącą się uznaniem w skali międzynarodowej serią naukową poświęconą historii nauki i nauczania na Śląsku. Wydawana jest przez prof. Marka Hałuba i prof. Annę Mańko-Matysiak z Uniwersytetu Wrocławskiego pod patronatem Niemiecko-Polskiego Towarzystwa Uniwersytetu Wrocławskiego we współpracy z wybitnymi śląskoznawcami z Polski i zagranicy. Ukazuje się w Polsce i Niemczech w formie zbiorowego tomu monograficznego co dwa lata w typowej dla śląskiej historii kultury różnorodności językowej: po polsku, niemiecku i czesku.

[DE]

Śląska Republika Uczonych / Schlesische Gelehrtenrepublik / Slezská vědecká obec ist eine international anerkannte wissenschaftliche Reihe, die sich mit der Wissenschafts- und Bildungsgeschichte in Schlesien auseinandersetzt. Sie wird von Prof. Marek Hałub und Prof. Anna Mańko-Matysiak von der Universität Wrocław unter der Schirmherrschaft der Deutsch-Polnischen Gesellschaft der Universität Wrocław (Breslau) in Zusammenarbeit mit den herausragenden polnischen und ausländischen Schlesienforschern herausgegeben. Sie erscheint in Polen und Deutschland in Form eines monographischen Sammelbandes alle zwei Jahre in der für die schlesische Kulturgeschichte typischen sprachlichen Vielfalt: auf Polnisch, Deutsch und Tschechisch.

[CZ]

Śląska Republika Uczonych / Schlesische Gelehrtenrepublik / Slezská vědecká obec je mezinárodně uznávanou vědeckou řadou, která se věnuje dějinám vědy a vzdělání ve Slezsku. Je vydávána profesorem Markem Hałubem a profesorkou Annou Mańko-Matysiak z Vratislavské univerzity pod patronátem Německo-polského spolku Vratislavské univerzity ve spolupráci s významnými experty na Slezsko z Polska a ze zahraničí. Vychází v Polsku a v Německu každé dva roky ve formě sborníkového monografického svazku v typické pro historii Slezské kultury jazykové rozmanitosti: polsky, německy a česky.

Labortest. Pandemiebekämpfung im Osten Europas. Osteuropa 3-4/2020

Contents and abstracts in English: zeitschrift-osteuropa.de/hefte/2020/3-4/english

Inhalt

• Roland Götz Sečins Ölkrieg Die OPEC+ und Russland
• Nikolay Mitrokhin Expansion nach dem Zerwürfnis Die Weltpolitik der Russischen Orthodoxen Kirche

PANDEMIEBEKÄMPFUNG IM OSTEN EUROPAS

• Dániel Hegedűs Ungarns autoritärer Notstandsstaat VOLLTEXT Machtergreifung durch Pandemiebekämpfung
• Marta Bucholc, Maciej Komornik Die PiS, das Virus und die Macht VOLLTEXT Präsidentschaftswahlen in Zeiten der Pandemie
• Zuzana Lizcová Abschottung, neue Solidarität, unklare Zukunft VOLLTEXT Tschechien und die Sars-CoV-2-Epidemie
• Andrea Kluknavská, Tomáš Gábriš Im Konsens VOLLTEXT Pandemiebekämpfung in der Slowakei
• Marija Lipman Coronavirus statt Kaiserkrönung VOLLTEXT Putins Verfassung und die Pandemie
• Astrid Sahm Riskanter Sonderweg VOLLTEXT Belarus und die COVID-19-Pandemie
• Juri Durkot Im Krisenmodus VOLLTEXT Pandemiebekämpfung in der Ukraine
• Stefan Meister Rasche Reaktionen, autoritäre Reflexe VOLLTEXT Pandemiebekämpfung im Südkaukasus
• Edda Schlager Angst vor Kontrollverlust VOLLTEXT Die Corona-Pandemie in Zentralasien

KONSERVATIVE INTELLEKTUELLE IN POLEN

• Magdalena Marszałek Barde der konservativen Revolution Jarosław Marek Rymkiewicz
• Jens Herlth Literaturkritik von rechts Brüche und Kontinuitäten im Werk von Tomasz Burek
• Ulrich Schmid Romantik und Politik Stanisław Srokowski und das patriotische Narrativ der PiS

* * *

• Guido Hausmann, Tanja Penter Instrumentalisiert, verdrängt, ignoriert Der Holodomor im Bewusstsein der Deutschen
• Irina Ščerbakova Memorial unter Druck Techniken des repressiven Staates in Russland
• Das Netzwerk von MEMORIAL Dokumentation
• Petition: Covid-19: Aufhebung der gegen Jurij Dmitriev verhängten Untersuchungshaft Dokumentation

Izabela Wagner: Bauman. A Biography. Cambridge: Polity Press 2020. ISBN: 9781509526864

URL: https://politybooks.com/bookdetail/?isbn=9781509526864

Global thinker, public intellectual and world-famous theorist of ‘liquid modernity’, Zygmunt Bauman (1925-2017) was a scholar who, despite forced migration, built a very successful academic career and, after retirement, became a prolific and popular writer and an intellectual talisman for young people everywhere. He was one of those rare scholars who, grey-haired and in his eighties, had his finger on the pulse of the youth.

This is the first comprehensive biography of Bauman’s life and work. Izabela Wagner returns to Bauman’s native Poland and recounts his childhood in an assimilated Polish Jewish family and the school experiences shaped by anti-Semitism. Bauman’s life trajectory is typical of his generation and social group: the escape from Nazi occupation and Soviet secondary education, communist engagement, enrolment in the Polish Army as a political officer, participation in the WW II and the support for the new political regime in the post-war Poland. Wagner sheds new light on the post-war period and Bauman’s activity as a KBW political officer. His eviction in 1953 from the military ranks and his academic career reflect the dynamic context of Poland in 1950s and 1960s. His professional career in Poland was abruptly halted in 1968 by the anti-Semitic purges. Bauman became a refugee again - leaving Poland for Israel, and then settling down in Leeds in the UK in 1971. His work would flourish in Leeds, and after his retirement in 1991 he entered a period of enormous productivity which propelled him onto the international stage as one of the most widely read and influential social thinkers of our time.

Wagner’s biography brings out the complex connections between Bauman’s life experiences and his work, showing how his trajectory as an ‘outsider’ forced into exile by the anti-Semitic purges in Poland has shaped his thinking over time. Her careful and thorough account will be the standard biography of Bauman’s life and work for years to come.

Izabela Wagner is Associate Professor of Sociology at Collegium Civitas in Warsaw, Associate Researcher at DynamE (Dynamiques Européennes) at Strasbourg University/CNRS, and a fellow of the Institut Convergence Migrations in Paris.

Table of Contents

Acknowledgments

Introduction

Chapter 1 A happy childhood “under such circumstances” -Poznan (1925-1932)
Chapter 2 A pupil like no other - Pozna (1932-1939)
Chapter 3 The fate of a war refugee (1939 -1944): Poznan - Molodeczna
Chapter 4 Russian Exodus— 1941-1943 : Gorki and the forest
Chapter 5 “Holy War”- 1943-1945
Chapter 6 Officer of the Internal Security Corps, 1945-1953
Chapter 7 “A man in a socialist society.” Warsaw 1947-1953
Chapter 8 Young Scholar’s Life - 1953-1957
Chapter 9 Years of hope - (1957-1967)
Chapter 10 Bad romance with the Security Police
Chapter 11 The “Year 1968”
Chapter 12 Holy Land
Chapter 13 British Professor
Chapter 14 An Intellectual at Work
Chapter 15 Global Thinker
Conclusion Legacy
Appendix Working on Bauman
Notes
Bibliography

Marianne Klemun: Wissenschaft als Kommunikation in der Metropole Wien. Die Tagebücher Franz von Hauers der Jahre 1860-1868. Wien: Böhlau Verlag 2020. ISBN: 978-3-205-20968-3

Die Erdwissenschaftler der Habsburgermonarchie genossen im 19. Jahrhundert höchste internationale Reputation. Diese beruhte nicht nur auf ihrem außerordentlichen Fachwissen und ihrer Produktivität, sondern auch auf einer gelungenen Kommunikation.

Ohne Rücksicht auf Status und Hierarchie integrierten die Protagonisten der Geologischen Reichsanstalt alle Repräsentanten der Naturforschung sowohl der Provinz und der wissenschaftlichen Räume Wiens als auch die interessierten Laien in ihr reges interaktiv-offenes Austauschsystem. Die Verbindungen zur politischen Elite, zur Bürokratie sowie auch zu den Medien war eine stetig intensivierte, die bereits im Vormärz ausgebildet worden war, was dem späteren Kampf gegen die Auflösung und Unterordnung der Geologischen Reichsanstalt unter die Akademie der Wissenschaften in Wien zugutekam. Franz von Hauers Tagebuch ist eine außerordentliche Quelle, die uns in die ansonsten verborgene Welt besonders der mündlichen Kommunikation führt.

Ao.-Prof. Dr. Marianne Klemun lehrt am Institut für Geschichte der Universität Wien und forscht zur Wissenschaftsgeschichte der Neuzeit. Sie hat derzeit auch die Position des Secretary General der INHIGEO (Internat. Com. on the History of Geological Sciences) inne.

URL: https://www.vandenhoeck-ruprecht-verlage.com/themen-entdecken/geschichte/geschichte-der-neuzeit/55055/wissenschaft-als-kommunikation-in-der-metropole-wien

CfP: Exclude to Include. Global Perspectives on Boarding Schools, their Participants and Processes during the 19th and 20th Centuries. Münster, November 5, 2020 to November 6, 2020. Deadline 15 July 2020.

Since the 19th century, many countries have striven for universal education as a means to ‘shape’ people into loyal and obedient citizens; a process which can be seen as part of ‘social engineering’. One particular form of education is the boarding school. Various forms of boarding schools existed: from ‘elite’ institutes providing the offspring of high-class people an education and consolidating the social status of the pupil, to boarding schools for indigenous children in (former) settler colonies in which an European episteme was forced upon the pupils. A commonality within the broad spectrum of boarding schools was the assumption that through the isolation from some aspects of society, such as parents or peers, pupils would be molded into subjects that would easily be assimilated into a section of society that their education ‘prepared’ them for.

This conference (and resulting publication) aims to understand the mechanisms and outcomes of boarding and residential schools in the socialization of children and youth during the 19th and 20th centuries from different backgrounds, social status, age, gender, nationality, religiosity, and ethnicity within a global perspective. The primary focus of the conference will be on the participants of boarding and residential schools, and the social and/or pedagogical processes resulting in inclusion and/or exclusion. We are particularly interested in analyzing processes such as those: which led to the participation of teachers and pupils in schooling; or, the shaping of instruction by headmasters, politicians, or parents; or, the manipulation of educational environments to suit participants’ needs; as well as those processes that facilitated the resisting of the imposed episteme and/or material constructs. Building from the focus upon individuals, we will examine through historical examples to what extent the processes of exclusive inclusion succeeded/failed in practice. In this regard, we are particularly interested in how daily practices and personal experiences corresponded with or differed from normative concepts of religion, gender, class, nationality, and ‘race’/ethnicity.

We invite contributions from scholars of different historical fields such as history of education, childhood and youth, social and gender history, history of religion and race, and global and transnational history. Papers can focus on main issue of the conference, but also the following aspects:

• Theories of inclusion/exclusion: Can the terms inclusion/exclusion can be used as analytical concepts? If so, how.
• Methods of reading sources and ‘voice from below’:  How can voices of the pupils and their parents be uncovered? What methodological issues are attached to using ego-documents such as diaries and letters, or school publications? If such documents don’t exist, how can we ‘reading against the grain’ to uncover lost voices in the educational landscape?
• Spatial entanglement perspective: How can an examination of entangled spaces provide insight into the flow of pedagogical ideas, practices and expectations in multidirectional ways in relation to boarding schools?
• Contribution to historical debates on the value of schooling: How does a focus on boarding schools in different spatial and temporal settings contribute to academic and political debates on the relationship between schools and societal norms in general?

Submission Guidelines

If you are interested in participating, please send an abstract of 250–300 words and a short bio-graphical note to felicity.jensz@uni-muenster.de by 15 July 2020.

There is no conference fee, and we intend to cover all accommodation costs and most meals, pending the availability of funds. We also offer travel grants to participating scholars, particularly to those without institutional resources to cover travel expenses. If international travel is not permitted in November we will switch to a digital format.

Questions regarding the conference may be directed at any time to:

PD Dr. Felicity Jensz, Cluster of Excellence Religion and Politics, The University of Münster, Germany (felicity.jensz@uni-muenster.de)

Dr. Daniel Gerster, Department of History, The University of Münster, Germany (daniel.gerster@uni-muenster.de)