Joakim Landahl
Biographic Data
| ID | 1633872 |
|---|---|
| NAME | Joakim Landahl |
| GIVEN NAMES | Joakim |
| FAMILY NAME | Landahl |
| SIGNATURE | LANDAHL J |
| AFFILIATIONS | Stockholm University |
| ORCID | 0000-0001-7931-2063 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Resisting Global Competition: Delegitimizing the Third Parties of the International Gymnastics Festival in Stockholm 1891
The 1891 International Gymnastics Festival, Sweden’s first international sports event and five years before the first modern Olympic Games, was hugely controversial. Many people argued that hosting the festival threatened the survival of Sweden’s own “Ling gymnastics” and even Swedish culture itself. These critics feared that hosting the competition, which would be shaped by outside influence, in turn would disadvantage Ling gymnastics and reduce…
‘The punched cards were sent yesterday, we hope they arrive undamaged.’ Computers and international large-scale assessments during the 1960s and 1970s
This article explores the history of digital testing technology. Using an organisation that pioneered the use of international large-scale assessments – the International Association for the Evaluation of Educational Achievement (IEA) – I discuss the role of computers, punched cards, answer cards and scanning machines as an example of transnational collaboration in the social sciences. In doing so, I particularly look into temporal and spatial di…
Travel, translation, and governing in education: The role of Swedish actors in the shaping of the European education space
Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the Europe…
The Pisa calendar: Temporal governance and international large-scale assessments
This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were cha…
Learning to listen and look: The Shift From the Monitorial System of Education to Teacher-Led Lessons
This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instructi…
De-scandalisation and international assessments: The reception of IEA surveys in Sweden during the 1970s
This article is concerned with the early phase of international large-scale assessments. Drawing on media discussions before and after the release of the International Association for the Evaluation of Educational Achievement (IEA) surveys of 1973, the chapter discusses the relationship between international assessments, scandalisation, and de-scandalisation, with a specific focus on the interpretation of the comprehensive school reform in Sweden…
Emotions, power and the advent of mass schooling
The aim of this article is to explore the relationship between emotions, power and schooling. Focusing on elementary schools during the second half of the nineteenth century, when education for the masses in Sweden emerged, the article discusses the emotionology of early mass schooling. It is argued that the abolishment of the monitorial method in the second half of the nineteenth century contributed to the development of an increasingly emotiona…
Mode, senmodernitet, identitet
Fashion, late modernity and identity A common discussion in the late modern era is the role that tradition plays concerning individual identity. This forms a background to our article that focuses on consumer culture and one of its characteristics – fashion. To what extent does consumer culture and fashion contribute to the undermining of traditions, and how does this affect individual identity? We discuss two interpretations of consumption in sh…
The Pisa calendar: Temporal governance and international large-scale assessments
This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were cha…
Learning to listen and look: The Shift From the Monitorial System of Education to Teacher-Led Lessons
This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instructi…
Mode, senmodernitet, identitet
Fashion, late modernity and identity A common discussion in the late modern era is the role that tradition plays concerning individual identity. This forms a background to our article that focuses on consumer culture and one of its characteristics – fashion. To what extent does consumer culture and fashion contribute to the undermining of traditions, and how does this affect individual identity? We discuss two interpretations of consumption in sh…
Emotions, power and the advent of mass schooling
The aim of this article is to explore the relationship between emotions, power and schooling. Focusing on elementary schools during the second half of the nineteenth century, when education for the masses in Sweden emerged, the article discusses the emotionology of early mass schooling. It is argued that the abolishment of the monitorial method in the second half of the nineteenth century contributed to the development of an increasingly emotiona…
De-scandalisation and international assessments: The reception of IEA surveys in Sweden during the 1970s
This article is concerned with the early phase of international large-scale assessments. Drawing on media discussions before and after the release of the International Association for the Evaluation of Educational Achievement (IEA) surveys of 1973, the chapter discusses the relationship between international assessments, scandalisation, and de-scandalisation, with a specific focus on the interpretation of the comprehensive school reform in Sweden…
Learning to listen and look: The Shift From the Monitorial System of Education to Teacher-Led Lessons
This article discusses the relationship between the senses, power and educational change. A case study of a significant shift in instruction methods will be used to show how educational change is related to both the senses and to power. The monitorial system of education, as developed by Bell and Lancaster in the early 19th century, was a system that facilitated the instruction of large numbers of pupils by just one teacher. Most of the instructi…
Travel, translation, and governing in education: The role of Swedish actors in the shaping of the European education space
Within the field of history of education, there is a growing interest in the movement of influential actors and texts that have crossed national borders. One of the main driving forces for influence, knowledge, and innovation is comparison, a tool used within the governing of education in diverse ways and with different intensities, over time, to shape education systems. This article looks beyond dichotomies such as the national versus the Europe…
The Pisa calendar: Temporal governance and international large-scale assessments
This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were cha…
‘The punched cards were sent yesterday, we hope they arrive undamaged.’ Computers and international large-scale assessments during the 1960s and 1970s
This article explores the history of digital testing technology. Using an organisation that pioneered the use of international large-scale assessments – the International Association for the Evaluation of Educational Achievement (IEA) – I discuss the role of computers, punched cards, answer cards and scanning machines as an example of transnational collaboration in the social sciences. In doing so, I particularly look into temporal and spatial di…
Resisting Global Competition: Delegitimizing the Third Parties of the International Gymnastics Festival in Stockholm 1891
The 1891 International Gymnastics Festival, Sweden’s first international sports event and five years before the first modern Olympic Games, was hugely controversial. Many people argued that hosting the festival threatened the survival of Sweden’s own “Ling gymnastics” and even Swedish culture itself. These critics feared that hosting the competition, which would be shaped by outside influence, in turn would disadvantage Ling gymnastics and reduce…
Sociology (6 works) · Educator Training and Historical Pedagogy (5 works) · Psychology (5 works) · Social Psychology (4 works) · Social Psychology (4 works) · Epistemology (3 works) · Global Education and Multiculturalism (3 works) · Global Educational Policies and Reforms (3 works) · Political science (3 works) · Social science (3 works)