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This article deals with the foundational juncture in a 60-year long (and counting) relationship between Swedish and Tanzanian adult educators. It analyses how Swedish correspondence education methods and objectives were adapted as they entered the emerging field of foreign aid. Two educational institutions in Tanzania, in which Swedish funds and personnel played a central role are studied: the Nordic-funded Co-operative Educational Centre in Moshi founded in 1964, and the Swedish-funded National Correspondence Institute in Dar es Salaam (1971–). The analysis shows how international NGOs and individual policy entrepreneurs created the initial arenas for policy transfer. It emphasises how the ideal of creating an equal partnership affected the policies that were being lent and borrowed. The article argues that the concept of aidification can be used to capture the ways in which transnational policy areas such as education were transformed in the wake of decolonisation.

The purpose of this article is to examine the major changes Finnish school craft has undergone and explain these changes by using societal, pedagogical and subject-driven determinants. The main sources of this research include committee reports and national curricula. Research data was classified into five periods: craft for home well-being (1866–1911), craft for civic society (1912–1945), craft for independent hard-working citizens (1946–1969), toward equality craft (1970–1993), and unlimited craft (1994–2014). The analysis show that school craft has steadily followed students’, society’s and the subject’s different needs during these periods.

Fakultetsopposition på Jakob Kieffer-Olsens doktorsavhandling "Kirke og kirkestruktur i middelalderens Danmark" (2018)

Coloniser or Tourist?: Questions and Exercises in Swedish History Textbooks, 1927–2015. The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history textbooks published 1927–2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student’s own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser’s self-centred perspective of the past.