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Johan Wahlfisk
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Schooling and State Formation in Early Modern Sweden
In this book the emergence of schools in urban Sweden between the seventeenth and the nineteenth century provides the framework for a history of children and of childhood. It is a study through the lens of the changes in early modern education, spatial aspect of the life of children and systems of governance in the early modern Swedish state. Educational systems defined the spatial aspects of childhood—where children were supposed to grow up, in the home, the school, the streets and alleys, or the place of work—over a period of about two hundred years. Schools and education represent both a mental and a physical space; an abstract place for children as well as a local and concrete place for them, which stood out against the alternative spatial aspects of the life of children. It is also a study of how different cultural systems influence the definitions of childhood and schools, in the context of church and home instruction, poor relief, policing, surveillance, and the question of why children went to schools. It examines the role of the school as childcare and as a provider of food, shelter and welfare, and as governance.
New Citizens for a New Society
Employing a macro-sociological perspective applicable to all Western countries, this book argues that mass schooling is an essentially ideological enterprise. Concentrating on the 1650-1850 period in Swedish history, the book traces the institutionalization of the universal, egalitarian individual and the homogeneous, integrated national polity as primordial social elements in place of the corporate groups of estate society. It then studies the reorganization of the Swedish polity as a secular project for the pursuit of progress under the direction of an active bureaucractic state. These transformations led to the ideology of mass schooling as a ceremonial means of preparing competent, responsible citizens who could participate successfully in the rationalized, exchange-oriented polity. The book's detailed study of primary schooling between 1800 and 1880 supports this theory, demonstrating that competing theories - functionalist, social control, status competition, and modernization arguments - are contradicted by the Swedish primary schooling in the 20th century and speculates about future mass schooling developments.
