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  • 1.
    Andersson, Gudrun
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Larsson, EsbjörnUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.Winton, PatrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Med börd, svärd och pengar: eliters manifestation, maktutövning och reproduktion 1650-19002003Collection (editor) (Other academic)
  • 2.
    Berg, Anne
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Westberg, Johannes
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. Örebro universitet.
    Att studera omvälvande förändringar: Revolutioner, paradigmskiften och epistemiska brott i studiet av utbildning2017In: Utbildningens revolutioner: Till studiet av utbildningshistorisk förändring / [ed] Berg, Anne et al., Uppsala: Uppsala Studies of History and Education (SHED) , 2017, p. 13-18Chapter in book (Other academic)
  • 3.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Farkas, Gergei
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Gunneriusson Karlström, Märit
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Nordqvist, Ingrid
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utvärdering av Rekryteringsdelegationen2006Report (Other academic)
  • 4.
    Broady, Donald
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Nordqvist, Ingrid
    Skolans kungsväg. Det naturvetenskapliga programmets plats i utbildningssystemet2009Report (Other (popular science, discussion, etc.))
  • 5.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Inventering av svensk utbildningshistorisk forskning2003Conference paper (Other academic)
  • 6.
    Börjesson, Mikael
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Heyman, IngridLangerth Zetterman, MonicaUppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.Larsson, EsbjörnUppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Arts, Department of History.Lidegran, IdaUppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Faculty of Social Sciences, Department of Education.Palme, Mikael
    Fältanteckningar: Utbildnings- och kultursociologiska texter tillägnade Donald Broady2006Collection (editor) (Other scientific)
  • 7.
    Fredriksson (Westberg), Johannes
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Larsson, EsbjörnUppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Att rätt förfoga över tingen: Historiska studier av styrning och maktutövning2007Collection (editor) (Other academic)
    Abstract [sv]

    Hur ska vi förstå den omsorg som ägnas åt den enskilda individen i vårt moderna samhälle? Det sätt på vilket Michel Foucault närmat sig denna fråga i termer av maktutövning och styrning har under de senaste åren erhållit ett ökat intresse inom humaniora och samhällsvetenskap.

    Avsikten med detta samlingsverk är att presentera aktuell svensk forskning som tar sin utgångspunkt i Foucaults begreppsapparat. Antologin inleds med två bidrag som teoretisk och historiografiskt reflekterar över analysen av makt och styrning. Därefter följer en rad empiriska studier som ger spännande inblickar i bland annat svensk sinnessjukvårds rutiner under tidigt 1900-tal, 1800-talets förändrade definitioner av socialpolitik samt hur Ferdinand Tönnies distinktion mellan Gesellschaft och Gemeinschaft återanvänts i olika politiska och vetenskapliga sammanhang. Antologin avslutas med en artikel som med utgångspunkt i de övriga bidragen ställer frågor om vad det innebär att utföra studier i Foucaults anda

  • 8.
    Karlsson Sjögren, Åsa
    et al.
    Institutionen för idé- och samhällsstudier, Umeå universitet.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rimm, Stefan
    Institutionen för kultur och lärande, Södertörns högskola.
    Agents and subjects: schooling and conceptions of citizenship in early nineteenth-century Sweden2019In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 48, no 3, p. 297-316Article in journal (Refereed)
    Abstract [en]

    This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship).

  • 9.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A pedagogical revolution at grassroots level: The introduction and early spread of the monitorial system in Sweden2019Conference paper (Refereed)
    Abstract [en]

    ‘The monitorial system’ and ‘mutual instruction’ are two of the terms used for the new teaching methods that were developed separately by Andrew Bell in India and Joseph Lancaster in England in around 1800. These methods spread rapidly around the world, and in just a couple of decades they were practised worldwide (Caruso & Vera 2005; Tschurenev 2008). Bell’s and Lancaster’s methods had in common the fact that one teacher used the best pupils as helpers – socalled monitors. Thereby it was possible for one teacher to teach hundreds of pupils at the same time (Kaestle 1974). In Sweden, these teaching methods became known in 1810, but it was not until 1817 that the teacher Peter (Per) Reinhold Svensson was sent to England by the Swedish government to learn more about the monitorial system. Thereafter monitorial education spread throughout Sweden under the name of växelundervisning, and in 1822 the Society for the Promotion of Monitorial Education (Sällskapet för växelundervisningens befrämjande) was formed. In 1824, the monitorial system had reached such recognition in Sweden that following a royal resolution it became the recommended method for teaching in Swedish elementary schools (Nordin 1974). In this paper I will examine the introduction and early spread of the monitorial system in Sweden. This has not been done systematically before, despite the fact that several investigations has dealt with the introduction and/or the spread of the monitorial system in Sweden (Nordin 1974; Hodacs 2003; Neidenmark 2011; Larsson 2014). The thing that distinguishes this investigation from previous studies is its focus on the very first spread of the monitorial system in Sweden, prior to the formation of the Society for the Promotion of Monitorial Education. Drawing on documents in the archive from the society describing the introduction of the monitorial system in the first 30 monitorial schools in Sweden the paper can show that the introduction of the monitorial system in Sweden was not just the result of a decision of the Royal Majesty to send Svensson to England. Although Svensson began using the monitorial system in the school where he taught, the monitorial system was also introduced around the same time in two other schools in Norrköping and Gothenburg. These schools were in turn the result of an import of ideas from France and Denmark. The monitorial system then continued to spread throughout the country from these three original schools. The spread seems to have occurred as a result of people visiting or by parishes sending a teacher to one of these schools to learn more about the new teaching methods. As new monitorial schools started they could also function as inspiration for others planning to start schools in surrounding parishes. This shows that the introduction of the monitorial system in Sweden was not the result of any government decision, but rather part of a kind of grassroots movement involving rich philanthropists, the local clergy and teachers.

  • 10.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ann-Kristin Högman, Utbildning på plats, anm. av Esbjörn Larsson: [Training on location: Correspondence schools' real contribution to the democratization of the school system]2014In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 134, no 2, p. 327-329Article, book review (Other academic)
  • 11.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Arguing for educational change: On the introduction of monitorial education in Swedish common schools during the 1820´s2012In: History of Schooling: Politics and Local Practice / [ed] Carla Aubry & Johannes Westberg, Frankfurt am Main: Peter Lang Publishing Group, 2012, p. 128-150Chapter in book (Other academic)
  • 12.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att bidra till skolans omkostnader: Skolavgifterna och det svenska parallellskolesystemets framväxt2015Conference paper (Other academic)
  • 13.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att disciplinera adeln: En studie av maktutövning vid Kungl. Krigsakademien på Karlbergs slott2017In: Från Afrikakompaniet till Tokyo: En vänbok till György Nováky / [ed] Marie Lennersand & Leos Müller, Stockholm: Bokförlaget Exkurs , 2017, p. 176-200Chapter in book (Other academic)
  • 14.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att fostras för landets försvar: Värntjänstutbildning för pojkar och flickor under andra världskriget2014Conference paper (Other academic)
  • 15.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att fostras för landets försvar: Värntjänstutbildning för pojkar och flickor under andra världskriget2016In: Militärhistorisk Tidskrift, ISSN 0283-8400, Vol. 1, no 2015, p. 89-134Article in journal (Refereed)
  • 16.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Att studera titlar som kapital: en teoretisk diskussion kring militära titlar i 1700-talets svenska samhälle2003In: Med Börd, svärd och pengar.: Eliters manifestation, maktutövning och reproduktion 1650-1900 / [ed] Andersson, Gudrun, Larsson, Esbjörn & Winton, Patrik, Uppsala: Historiska institutionen, Uppsala universitet , 2003, p. 121-136Chapter in book (Other academic)
  • 17.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att studera utrikestjänst: Exemplet svenska örlogsofficerare i utrikes tjänst under 1800-talet2015In: Militärhistorisk Tidskrift, ISSN 0283-8400, Vol. 2014:1, p. 271-281Article in journal (Other academic)
  • 18.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Barn från Mars: Skolungdomens vapenövningar2014In: Militärhistorisk tidskrift, ISSN 0283-8400, p. 147-164Article in journal (Other academic)
  • 19.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ’Billig, effektiv och lätt att implementera’?: De ekonomiska aspekterna av växelundervisningens införande i svenska skolor under 1820-talet2012Conference paper (Other academic)
    Abstract [sv]

    Växelundervisning är den svenska benämningen på de undervisningsmetoder som Andrew Bell respektive Joseph Lancaster utvecklade under slutet av 1700-talet och början av 1800-talet. Dessa byggde på användandet av mer erfarna elever som biträden i undervisningen; ofta i kombination med exercisliknande undervisningsformer. I Sverige introducerades växelundervisningen under slutet av 1810-talet och vid 1820-talets slut fanns det över 200 växelundervisningskolor i landet. Det som gör det särskilt intressant att undersöka de ekonomiska faktorernas betydelse vid just växelundervisningens introduktion är att metoden både i samtiden och i den senare historieskrivningen beskrivits som ett resultat av ekonomiska hänsynstaganden, eftersom metoden var anpassad för att en enda lärare skulle kunna undervisa hundratals elever samtidigt. Studien omfattar en närmare analys av såväl skälen bakom införandet av metoderna som de ekonomiska förhållandena vid ett 30-tal skolor som införde växelundervisning under 1820-talet. Analysen visar att de ekonomiska skälen bara undantagsvis framhölls som viktiga samtidigt som det finns få tecken som tyder på att växelundervisningen bidrog till några besparingar. Snarare innebar själva införandet i många fall relativt stora investeringar, eftersom växelundervisning krävde att skolbarnen satt i ett enda stort klassrum. Det blev därför svårt för de socknar som saknade skolhus att införa växelundervisning samtidigt som de som lyckades övergå till de nya undervisningsmetoderna gjorde detta med stöd i en stark skolkassa. Man kan därmed hävda att själva övergången till växelundervisning var en förhållandevis kapitalintensiv reform, som krävde resurser. Eftersom växelundervisningen var utvecklad för att undervisa stora grupper av elever har även reformernas långsiktiga effekter undersökts, då metoden potentiellt kunde användas för att undervisa fler barn utan ökade kostnader. I detta avseende har studien funnit en tydlig skillnad mellan stadsskolor och landsbygdsskolor. För medan stadsskolorna tämligen enkelt kunde öka antalet skolbarn radikalt, var det på landsbygden ofta svårt att annat än tillfälligt öka antalet skolbarn i sin skola.

  • 20.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Boys’ and girls’ Defense Service Training in Swedish Schools during WW II2014Conference paper (Refereed)
    Abstract [en]

    This paper deals with the Defense service training that both boys and girls received in Swedish secondary schools during World War II. Like many other Western European countries Sweden had a tradition of weapon drills in school. In Sweden these exercises were stopped in 1917, but in 1940 the question of defense service training for children and youth surfaced again due to the escalating world war. After the issue had been investigated, an act was passed by the Swedish Parliament in thesummer of 1941 and compulsory defense service training in Swedish secondary schools could commence that same autumn. The training proceeded in varying degrees at different schools until the spring of 1945 when the Parliament decided to end it.That children and youth were involved in the defense efforts in connection with World War II has previously been highlighted in British research, which has shown that World War II contributed tochanges in the perception of child labor (Mayall & Morrow 2011). In this paper Swedish defense training programs for school children will be studied. The fact that the defense service training that was introduced in Sweden during World War II was intended for both boys and girls makes it possible not only to study the perception of children in relation to military activities, but also enables a study of differences according to gender. The latter is in this context a most interesting question in light of current Swedish research on the role of women in Swedish defense efforts during World War II (Sundevall 2011).As it turned out there was no consensus in society regarding how far reaching the defense training for children and youth should be. The committee investigation preceding the decision to introduce defense service training proposed a very extensive training program. It proposed that boys should betrained in shooting and grenade throwing as early as the age of 12, and at the age of 14 they wouldbe allowed to practice shooting under field conditions. The girls’ exercises were mainly in the areas of camp service, health and childcare, but, like the boys, they should also be trained in target reconnaissance, reporting and courier service. In the act passed by the Parliament, the scope of activities was decreased significantly, however. The defense service training was not to start until the pupils were 16 years of age, and shooting practice was made optional. Studies of individual schools’ activities show that defense service training in some places had begun even before the fall of 1941,and some schools organized exercises that were more extensive than what the act later would require. In other schools they chose instead to downplay the purely military exercises. This was particularly evident when it came to girls’ defense service training, which met resistance from some schools.

  • 21.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Boys and Girls in the Service of Total War: Defense Service Training in Swedish Schools During World War II2019In: War and Childhood in the Era of the Two World Wars / [ed] Honeck, Mischa & Marten, James, Cambridge: Cambridge University Press, 2019, p. 113-127Chapter in book (Refereed)
  • 22.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    ‘Cheap, efficient, and easy to implement’?: Economic aspects of monitorial education in Swedish elementary schools during the 1820s2016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 1, p. 18-37Article in journal (Refereed)
    Abstract [en]

    This article investigates the economic aspects of monitorial education in Sweden during the 1820s. In contrast to previous research, which has often emphasised monitorial education as a cheap method of education, this article shows that this was rarely the case. Monitorial education could in fact lead to increased costs, especially during the initial stage of implementation. By analysing the minutes and accounts of some 30 Swedish schools which introduced monitorial education during the 1820s, it is shown that the new method did not result in any real savings in terms of expenditure on teachers, school premises or school supplies. The method's only real potential for savings was lowering the total cost per pupil by increasing the number of children per teacher. However, this was possible only in cities, where the population concentration was high. Overall, monitorial education was not cheap, efficient and easy to implement from an economic perspective.

  • 23.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Children and Youth in Arms: Military Training at Swedish Schools during World Wars I and II2016Conference paper (Refereed)
    Abstract [en]

    This paper investigates military training for children and youth as a part of school education during World Wars I and II. Like many other Western European countries, Sweden had a tradition of weapon drills in schools from the late 1800s and forward. In Sweden these exercises were stopped in 1917, but in 1940 the question of defence service training for children and youth surfaced again due to the escalating world war.The study compares the military exercises in schools during WW I with the ones introduced during WW II using government regulations and manuals as well as reports and other material from individual schools. Contrary to what one might assume, in light of the changing perception of children during the first half of the 1900s, there were no dramatic changes in how the military training for children and adolescents were conducted during the two world wars. The study instead reveals changes in the general purpose of the military training, from character formation to more of a transfer of useful knowledge.

  • 24.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Classes in themselves and for themselves: The practice of monitorial education for different social classes in Sweden, 1820-18432016In: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 45, no 5, p. 511-529Article in journal (Refereed)
    Abstract [en]

    This article investigates the monitorial system of education in Sweden between 1820 and 1843. In contrast to previous research, which has emphasised monitorial education as a method for disciplining poor children, this article compares the use of the method in schools for the working classes and in academic schools. Using concepts such as segmentation and discipline, the article analyses sources from 30 schools for the working classes and 40 academic schools to show how monitorial education was used in different schools. The mechanical exercises used in schools for the working classes were not implemented in the academic schools, where the role of monitors was more that of a teacher than a monitor. As this article demonstrates, these distinctions correspond to the different purposes of the schools. The schools for the working classes were directed towards instilling obedience, while the academic schools sought to awaken self-activity.

  • 25. Larsson, Esbjörn
    Det svenska utbildningssystemets födelse: olika perspektiv på den svenska läroverksutbildningens utveckling under 1800-talet2006Report (Other academic)
  • 26.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Det svenska utbildningssystemets födelse: Olika perspektiv på den svenska läroverksutbildningens utveckling under 1800-talet2003In: Forskningsfronten flyttas fram: utbildningskultur och maktkultur / [ed] Larsson, Hans Albin, Bromma: HLF förl. , 2003, p. 51-75Chapter in book (Other academic)
  • 27.
    Larsson, Esbjörn
    Uppsala University, University Administration, Uppsala Learning Lab.
    DRHum in History — a status report2002Report (Other academic)
  • 28.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education for National Defense: Swedish Defense Education for Secondary School Youth during WWII2016Conference paper (Refereed)
    Abstract [en]

    The links between physical education and military activities has a long tradition in Sweden, which dates back to the founder of Swedish gymnastics Per Henrik Ling (1776-1839) and his role as a teacher of physical education at the Royal Swedish War Academy. In 1863 weapons exercises was also introduced as part of gymnastics in Swedish schools and they went on until 1917, when military exercises was removed from Swedish secondary education. They then stayed discontinued until the outbreak of WWII, when the idea of a restoration of military exercises and other forms of defense education in Swedish schools were revived.

    This paper examines the defense service training that was introduced for both boys and girls during WWII. In 1940 the question of defense service training for children and youth surfaced again due to the escalating world war. After the issue had been investigated, an act was passed by the Swedish Parliament in the summer of 1941 and compulsory defense service training in Swedish secondary schools could commence that same autumn. The training proceeded in varying degrees at different schools until the spring of 1945 when the Parliament decided to end it. As it turned out there was no consensus in society regarding how far reaching the defense training for children and youth should be. The committee investigation preceding the decision to introduce defense service training proposed a very extensive training program. When the Parliament approved the introduction of defense training in Swedish schools, the scope of activities was decreased significantly, however. Studies of individual schools’ activities show that defense service training in some places had begun even before the fall of 1941, and some schools organized exercises that were more extensive than what the act later would require. In other schools they chose instead to downplay the purely military exercises.

  • 29.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ekonomiska förutsättningar för pedagogisk förändring: Kostnaderna i samband med växelundervisningens införande i Sverige under 1820-talet2011Conference paper (Other academic)
  • 30.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Ekonomiska förutsättningar för pedagogisk förändring: Kostnaderna i samband med växelundervisningens införande i Sverige under 1820-talet2011Report (Other academic)
  • 31.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    En brokig skara: Skärgårdsflottans officerare år 18092012In: Skärgårdsflottan: Uppbyggnad, militär användning och förankring i det svenska samhället 1700-1824 / [ed] Hans Norman, Lund/Skurup: Historiska media/Svenskt militärhistoriskt bibliotek , 2012, 2, p. 327-341Chapter in book (Other academic)
  • 32. Larsson, Esbjörn
    En brokig skara: Skärgårdsflottans officerare år 18092000In: Skärgårdsflottan: Uppbyggnad, militär användning och förankring i det svenska samhället 1700-1824 / [ed] Norman, Hans, Lund: Historiska media , 2000, p. 414-Chapter in book (Other academic)
  • 33.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    En lycklig Mechanism: Olika aspekter av växelundervisningen som en del av 1800-talets utbildningsrevolution2014Book (Other academic)
  • 34.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Enhetsskoletanken som försvann: En studie av radikala och reformistiska tankar kring skolväsendets utveckling under 1800-talet2017In: Utbildningens revolutioner: Till studiet av utbildningshistorisk förändring / [ed] Berg, Anne et al., Uppsala: Uppsala Studies of History and Education (SHED) , 2017, p. 19-44Chapter in book (Other academic)
  • 35.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Etableringen av den finska värnplikten2016In: Militärhistorisk Tidskrift, ISSN 0283-8400, Vol. 2, no 2015, p. 120-123Article, book review (Other academic)
  • 36.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Flickors värntjänstutbildning: En studie av förändrade uppfattningar om kvinnors verksamhetssfär under det totala krigets tidsålder2015Conference paper (Other academic)
  • 37.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Foucault über alles?: Kritiska kommentarer i anknytning till studier i Michel Foucaults anda2007In: Att rätt förfoga över tingen: Historiska studier av styrning och maktutövning, Uppsala: Historiska institutionen, Uppsala universitet , 2007, p. 195-202Chapter in book (Other academic)
  • 38.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Fredrik Skott, Påskkäringar, anm. av Esbjörn Larsson2015In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 135, no 2, p. 329-331Article, book review (Other academic)
  • 39.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Från adlig uppfostran till borgerlig utbildning: Kungl. Krigsakademien mellan åren 1792 och 18662005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity.

    This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position.

    Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.

  • 40.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Från lärd skola till läroverk: Läroverksutbildningens utveckling i Sverige från rikets delning till 1878 års skollag2009In: Skolhistoriskt arkiv, ISSN 0489-0760, Vol. 32, p. 18-44Article in journal (Other academic)
  • 41.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Från västmanlänning till darlkarl: En militär karriär under 1800-talet2006In: Västmanlands-Dala nations skriftserie XVII, Västmanlands-Dala nation, Uppsala , 2006, p. 143-151Chapter in book (Other academic)
  • 42.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hyddans son i ett framväxande parallellskolesystem: Skolavgifter och försörjningskrav vid de svenska allmänna skolorna under 1800-talets första hälft2018In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 102, no 2, p. 133-144Article in journal (Refereed)
    Abstract [sv]

    I denna artikel studeras förekomsten av och debatten om skolavgifter och andra ekonomiska krav vid svenska allmänna skolor under 1800-talets första hälft, i relation till framväxten av ett parallellskolesystem i Sverige. Undersökningarna visar att det inte fanns någon uttalad strategi att genom avgifter försöka skilja fattiga lärjungar från dessa skolor. De ökade avgifterna hade i stället sin grund i bland annat förändringar av de allmänna skolornas undervisning, som gjorde att det saknades medel för nya lärarlöner. Man skulle därmed kunna hävda att det var den nya medelklassens krav på reformer av undervisningen som bidrog till ökade kostnader för skolgången.

  • 43.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Introduktionen av flickors värntjänstutbildning under andra världskriget: En studie av förändrade uppfattningar om kvinnors verksamhetssfär i det totala krigets tidsålder2018In: Gender, History, Futures: Report from the XI Nordic Women’s and Gender History Conference, Stockholm, Sweden, August 19–21 2015 / [ed] Daniel Nyström & Johanna Overud, Umeå: Sveriges kvinno- och genushistoriker , 2018, p. 199-207Chapter in book (Other academic)
  • 44.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Inventering av utbildningshistorisk forskning vid svenska lärosäten2003Report (Other academic)
  • 45.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Kadettminnen av överste Claës Bratt: Redigerade och kommenterade av Esbjörn Larsson2007Book (Other (popular science, discussion, etc.))
  • 46.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg as a Total Institution: The Royal Swedish War Academy in the 1800s2014In: Beyond the Classroom: Studies on Pupils and Informal Schooling Processes in Modern Europe / [ed] Larsson, Anna & Norlin, Björn, Frankfurt am Main: Peter Lang Publishing Group, 2014, p. 49-82Chapter in book (Refereed)
  • 47.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karriärist eller hetsporre?: En studie av svenska officerare i utrikes krigstjänst under 1800-talets andra hälft2008Conference paper (Other academic)
  • 48. Larsson, Esbjörn
    Karriärist eller hetsporre?: En studie av svenska officerare i utrikes krigstjänst under 1800-talets andra hälft2007In: Militärhistorisk tidskrift, ISSN 0283-8400Article in journal (Other academic)
  • 49.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klas Kronberg & Anna Maria Forssberg (red.), Lumpen, anm. av Esbjörn Larsson2015In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 135, no 2, p. 354-357Article, book review (Other academic)
  • 50.
    Larsson, Esbjörn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Klasser i sig och för sig: Skillnader i växelundervisningens tillämpning för olika samhällsklasser i Sverige, ca 1820-18702010In: Utbildningens sociala och kulturella historia: Meddelanden från den fjärde nordiska utbildningshistoriska konferensen / [ed] Esbjörn Larsson & Johannes Westberg, Uppsala: SEC , 2010Conference paper (Other academic)
    Abstract [sv]

    När det svenska utbildningssystemet tog form under 1800-talet skapades parallella skolformer för män och kvinnor från olika samhällsklasser. Här problematiseras de pedagogiska implikationerna av denna utveckling genom att uppmärksamma växelundervisningens tillämpning i Sverige. Dess undervisningsmetoder byggde på användandet av mer erfarna elever som biträden i undervisningen; ofta i kombination med exercisliknande undervisningsformer. I såväl svensk som internationell forskning har växelundervisningen beskrivits som en metod som användes för kontroll och disciplinering av samhällets bredare befolkningslager. En närmare granskning av metodens tillämpning i Sverige visar dock att det även finns exempel på mer prestigefyllda utbildningar som också gjorde bruk av olika former av monitörsystem. Undervisningen präglades då i stället av självverksamhet och individualisering. 266 I den aktuella presentationen kommer framförallt undervisningen vid Nya elementarskolan att närmare uppmärksammas utifrån såväl debatten vid skolans tillkomst som undervisningens utformning. Presentationen bygger på uppsatsen ”Klasser i sig och för sig: skillnader i växelundervisningens tillämpning för olika samhällsklasser i Sverige, ca 1820–1870”, i Anne Berg & Hanna Enefalk (red.), Det mångsidiga verktyget: elva utbildningshistoriska uppsatser, Opuscula Historica Upsaliensia, Historiska institutionen, Uppsala 2009.

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