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  • 1.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Anna Sörensen och folkskoleseminariet som kunskapskultur2010In: Samhällsbyggare i närmiljön: kvinnliga och manliga folkskollärares insatser i det lokala samhällslivet 1860-1960 / [ed] Ann-Kristin Högman, Lars Petterson, Sune Åkerman, Uppsala: Föreningen för svensk undervisningshistoria , 2010, p. 59-88Chapter in book (Refereed)
  • 2.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Anna Elisabeth Sörensen: 1875-04-11 — 1943-02-02. Folkskollärare, rektor, reformpedagog2018In: Svenskt kvinnobiografiskt lexikon / [ed] Larsson, Lisbeth; Sjöberg, Maria, et al., Göteborg: Göteborgs universitet , 2018Chapter in book (Refereed)
  • 3.
    Linné, Agneta
    Örebro University, Department of Education.
    Culture, knowledge, time and place: rethinking curriculum theory2006Conference paper (Refereed)
  • 4.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Curriculum theory and didactics: towards a theoretical rethinking2015In: NordSTEP Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, no 1, p. 27002-Article in journal (Refereed)
    Abstract [en]

    The objective of this paper is to contribute to an ongoing theoretical discussion on rethinking curriculum theory. Various meanings of time and history, culture and agency in curriculum studies are discussed and comments made on didactics as a possible link between socio-historical and curriculum-theory approaches. Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. I explore challenges evoked when concepts originating in one educational perspective confront a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck's conceptual history, in addition to James V. Wertsch's reasoning on voices of collective remembering, to influence a vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects which I have been recently involved in.

  • 5.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Curriculum theory and didactics: towards a theoretical rethinking2013In: Curriculum and/or didactics - a discussion revisited. Towards a transnational curriculum theory? Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013, 2013Conference paper (Refereed)
    Abstract [en]

    The object of this presentation is to contribute to an ongoing theoretical discussion on rethinking curriculum theory, while identifying some of its challenges and promises. I use part of the conceptual discussion initiated at the first, second and third conferences on curriculum theory (Forsberg ed. 2007, Englund, Forsberg & Sundberg eds. 2012) as points of departure, while carrying the analysis one step further. Various meanings of time and history, culture and agency in curriculum studies are discussed and some comments made on didactics as a possible link between socio-historical and curriculum-theory approaches.  Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. The discussion focuses on challenges evoked when concepts and arguments originating in one educational perspective confronts a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck’s conceptual history, in addition to James V. Wertsch’ reasoning on voices of collective remembering, to influence a possible vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects in which I have been recently involved.

  • 6.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Den goda läraren: en fråga om moral och social integration2012In: Föreställningar om den goda läraren / [ed] Tomas Englund, Göteborg: Daidalos, 2012, p. 87-121Chapter in book (Refereed)
  • 7. Linné, Agneta
    Education of female teachers, modernity and public life2002In: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung: Ausgewählte Beiträge des 24. Jahreskongresses der Vereinigung für Lehrerbildung in Europa, Univ. Leipzig, 30.8.-5.9.1999 / [ed] Wolfgang Hörner, Dieter Schulz, Heinz-Werner Wollersheim, Leipzig: Leipziger Universitätsverlag , 2002, p. 105-121Conference paper (Refereed)
  • 8.
    Linné, Agneta
    Örebro University, Department of Humanities.
    En kvinnlig lärarutbildares levnadslopp och existens vid modernitetens genombrott2001In: Biografi och kollektivbiografi som historisk metod / [ed] Agneta Linné, Kerstin Skog-Östlin, Uppsala: Forum för pedagogisk historia, SEC, Uppsala universitet , 2001, no 5, p. 35-54Chapter in book (Refereed)
  • 9.
    Linné, Agneta
    Örebro University, Department of Education.
    Female curriculum pioneers, modernity, and the public sphere around 19002006Conference paper (Refereed)
  • 10.
    Linné, Agneta
    Örebro University, Department of Education.
    Folkskollärarinnor i Stockholm: strategier, arbete, offentlighet2006Conference paper (Refereed)
  • 11.
    Linné, Agneta
    Örebro University, Department of Education.
    Formandet av lärarkåren: seminariekulturen2008Conference paper (Refereed)
  • 12.
    Linné, Agneta
    Örebro University, Department of Education.
    Governing the school in the name of God, in the name of utility, or in the name of democratic dialogue2003In: Kwartalnik Pedagogiczny, ISSN 0023-5938, Vol. 48, no 1-2, p. 29-43Article in journal (Refereed)
  • 13.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Hedwig Christina Margareta Sidner: 1852-12-28 — 1929-03-25. Lärare, skolledare, utbildningsreformator2018In: Svenskt kvinnobiografiskt lexikon / [ed] Larsson, Lisbeth; Sjöberg, Maria et.al., Göteborg: Göteborgs universitet, 2018Chapter in book (Refereed)
  • 14.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Högre utbildning: en komplicerad historia2012Conference paper (Other academic)
    Abstract [sv]

    Att skriva universitetshistoria kan göras på många vis. Den utsiktspunkt författaren tar bär mening och makt. En startpunkt i de första universiteten i Bologna och Paris som sedan följer dessa lärda institutioners transformationer framåt i tiden får andra konsekvenser än där perspektivet utgår från dagens brokiga utbildningslandskap för att bakåt över tid spåra olika rötter, traditioner och kollektiva minnen. Där den förra historien, åtminstone vad gäller 1900-talet, kan bli en berättelse om hur nykomlingar steg för steg inordnas i en överordnad struktur, väcker den senare måhända frågor om hur skillnader i kunskapskulturer, normer och språkbruk i dagens högre utbildning kan förstås. Det här bidraget tecknar exempel på kulturella särarter i dagens universitetsvärld och söker spåra deras historiska rötter. Utgångspunkt tas i några nutida professionsutbildningar. Hur kan till exempel spänningen förstås mellan ett distanserat, kritiskt analyserande tal i en vetenskaplig kunskapskultur och de röster av omsorgsrationalitet och personligt tilltal som kan återfinnas i vård- eller lärarutbildningar? Vilken mening bär olika platser – auditoriet, kliniken, laboratoriet, klassrummet, slöjdsalen, barnträdgården – som över tid ramat in rum för lärande i dessa utbildningar? Vilka berättelser från utbildningarnas historia kan sägas leva vidare som kollektiva hågkomster, som något utöver det individuella exemplet, och vilken innebörd har artefakter som material och medier i detta?  I bidraget diskuteras hur kunskap kan skapas som kastar ljus över dessa frågor och tillåts ett antal personliga röster att komma till tals.           

  • 15.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Högre utbildning och praktisk kunskap: en komplicerad historia2016In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román & Wieland Wermke, Uppsala: Uppsala universitet, 2016, p. 239-252Chapter in book (Refereed)
  • 16.
    Linné, Agneta
    Örebro University, Department of Education.
    Kropp och själ i lärares utbildning2005In: Leve idrottspedagogiken!: en vänbok tillägnad Lars-Magnus Engström / [ed] Karin Redelius, Håkan Larsson, Stockholm: HLS Förlag , 2005, p. 221-238Chapter in book (Refereed)
  • 17.
    Linné, Agneta
    Örebro University, Department of Education.
    Lektionen som pedagogisk text2004In: Skillnad och konsekvens: mötet lärare - studerande och undervisning som meningserbjudande / [ed] Tomas Englund, Lund: Studentlitteratur , 2004, p. 37-64Chapter in book (Refereed)
  • 18.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Lutheranism and democracy: Scandinavia2010In: Girls' secondary education in the western world: from the 18th to the 20th century / [ed] James C. Albisetti, Joyce Goodman, Rebecca Rogers, New York: Palgrave Macmillan , 2010, p. 133-147Chapter in book (Refereed)
  • 19.
    Linné, Agneta
    Örebro University, Department of Education.
    Lärarinnor, pedagogiskt arbete och modernitet: en narrativ analys2005In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 4, p. 91-106Article in journal (Refereed)
  • 20. Linné, Agneta
    Läroplanshistorisk forskning: vad kan den bidra med i en lärarutbildning för morgondagens skola?1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 8, no 2, p. 15-32Article in journal (Refereed)
  • 21.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Läroplansteori mellan rum, tid och handling2012In: Vad räknas som kunskap?: Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola / [ed] Tomas Englund, Eva Forsberg, Daniel Sundberg, Stockholm: Liber, 2012, p. 100-115Chapter in book (Refereed)
  • 22. Linné, Agneta
    Moralfostran i svensk obligatorisk skola2001In: Värdegrund och svensk etnicitet / [ed] Göran Linde, Lund: Studentlitteratur, 2001, 1, p. 26-53Chapter in book (Refereed)
  • 23. Linné, Agneta
    Morality, the child, or science?: a study of tradition and change in the education of elementary school teachers in Sweden1999In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 31, no 4, p. 429-447Article in journal (Refereed)
  • 24.
    Linné, Agneta
    Örebro University, Department of Education.
    Myths in teacher education and the use of history in teacher education research2001In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 24, no 1, p. 35-45Article in journal (Refereed)
    Abstract [en]

    In the paper, I discuss some myths regarding history and education. I argue that research in educational history may be excellent and even necessary for teacher education and for professional educators. The discussion draws upon two case studies: one is a study of lesson plans produced by students at two teacher training institutes in Sweden in the late 19th and early 20th centuries; the other is a study of teachers' professional knowledge as represented by female teacher educators in the same time period. The aim is to inquire into some themes regarding the relations between yesterday's teaching practices and rationales and today's immanent thoughts and actions-and maybe into some of the myths that transform history into nature.

  • 25.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    När praktikgrundad kunskap möter högskolan: kontinuitet och förändring i lärarutbildning2010In: Utbildningens sociala och kulturella historia: meddelanden från den fjärde nordiska utbildningshistoriska konferensen / [ed] Esbjörn Larsson, Johannes Westberg, Uppsala: Uppsala universitet, SEC , 2010, p. 268-269Conference paper (Refereed)
  • 26.
    Linné, Agneta
    Örebro University, Department of Education.
    Några vägval i lärarutbildningens historia2007In: Vägval i skolans historia: Tidskrift från Föreningen för svensk undervisningshistoria, ISSN 1652-0610, Vol. 7, no 1, p. 4-9Article in journal (Refereed)
  • 27.
    Linné, Agneta
    Örebro University, Department of Education.
    Om innebörden av en forskningsmiljö och att vara före sin tid2003In: Skolan och tusenårsskiftet: en vänbok till Ulf P. Lundgren / [ed] Eva Forsberg, Uppsala: Uppsala University, STEP, Department of Education , 2003, p. 21-33Chapter in book (Refereed)
  • 28.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Om pedagogik, statsmakt och forskarpositioner: ett försök att spåra varför det är så svårt att bli klok på det praktiska2008In: At saette spor på en vandring fra Aquinas til Bourdieu: aeresbog til Staf Callewaert / [ed] Karin Anna Petersen, Marianne Höyen, Köpenhamn: Hexis , 2008, p. 413-422Chapter in book (Refereed)
  • 29. Linné, Agneta
    Om ramfaktorteorin och historisk förändring: noteringar utifrån en läroplanshistorisk studie1999In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 4, no 1, p. 59-71Article in journal (Refereed)
  • 30.
    Linné, Agneta
    Örebro University, Department of Education.
    Om traditioner, reformer och lärares utbildning2006In: Ständigt i stöpsleven: lärarhögskolan i Stockholm under fem decennier / [ed] Kent Hägglund, Stockholm: HLS , 2006, p. 14-44Chapter in book (Refereed)
  • 31.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Pedagogik, institution och kunskapsobjekt: personliga noteringar och reflektioner2018In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 61-83Article in journal (Refereed)
    Abstract [en]

    This essay, Educational science, institution, and epistemic objects, includes comments on two themes: “Educational science from university discipline to field of knowledge”, and “Searching for the epistemic objects of educational science”. The approach is partly autobiographic. Taking 1968 as starting point, the institutional conditions and transformations of educational science as a university discipline in Sweden are outlined, primarily using one of the larger departments of education as a case. The analysis highlights the substantial expansion and differentiation that characterize the development and places it within a university reform context. The second theme goes further back in time and highlights the historical roots of education as a university discipline. Epistemic objects of the Herbartian tradition are discussed, as well as of the expanding experimental psychology at the time of the first chair of educational science in Sweden. The great expectations after the Second World War for a new school are outlined together with growing research traditions, highlighting classroom language and the teaching process. In the diversified research landscape of the last decades, studies of curriculum theory, education policy, and history of education are emphasized and a plea is made for critical studies of history and education based on broad theoretical perspectives.

  • 32.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Rethinking curriculum history2011In: Curriculum theory revisited: curriculum as content, pedagogy and evaluation / [ed] Eva Forsberg, Saarbrücken: Lambert Academic Publishing, 2011Chapter in book (Refereed)
  • 33.
    Linné, Agneta
    Örebro University, Department of Education.
    Rethinking curriculum history2007In: Curriculum theory revisited / [ed] Eva Forsberg, Uppsala: Uppsala university , 2007, p. 179-192Chapter in book (Refereed)
  • 34.
    Linné, Agneta
    Örebro University, Department of Education.
    Sidner, Hedwig Christina Margareta2006In: Svenskt biografiskt lexikon: bd 32, Sehlstedt-Sparre / [ed] Åsa Karlsson, Stockholm: Svenskt biografiskt lexikon , 2006, Vol. 32, p. 130-133Chapter in book (Refereed)
  • 35.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Språk och normativitet i lärares utbildning: anteckningar om historiska rötter2011In: Språk och normativitet i lärares utbildning: rapport från forskningsprojektet Vad gör språk? / [ed] Boel Englund, Stockholm: Stockholms universitets förlag, 2011, p. 17-28Chapter in book (Refereed)
  • 36.
    Linné, Agneta
    Örebro University, Department of Education.
    Teacher education and academia: shifting partnership relations in the social transformations of modernity2006Conference paper (Refereed)
  • 37.
    Linné, Agneta
    Örebro University, Department of Education.
    Teacher education and practical knowledge2007In: Professionals in education: an anthology : festschrift for Anne-Lise Høstmark Tarrou / [ed] Else Askeroi, Hanna Kristiansen, Icara da Silva Holmesland, Kjeller: Akershus university college , 2007, p. 24-35Chapter in book (Refereed)
  • 38.
    Linné, Agneta
    Örebro University, Department of Education.
    The lesson as a pedagogic text: a case study of lesson designs2006In: Rethinking schooling: twenty-five years of the Journal of Curriculum Studies / [ed] Ian Westbury, Geoffrey Milburn, London: Routledge , 2006, p. 48-77Chapter in book (Refereed)
  • 39.
    Linné, Agneta
    Örebro University, Department of Education.
    The lesson as a pedagogic text: a case study of lesson designs2001In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 33, no 2, p. 129-156Article in journal (Refereed)
    Abstract [en]

    In the 19th century, a shift in classroom technology from monitoring to recitation was staged in several European countries. The analysis draws on late 19th- and early 20th century lesson plans that were produced as part of the final teacher examination by students at two Swedish teacher training colleges, in order to explore how the lesson was restructured as a pedagogic text in the course of this transformation. The argument focuses upon the structure and transformation of the lesson designs, the discursive pattern of the text, the narrative involved, and the message or moral reflected in the text. The inquiry demonstrates that a classroom technology originally advocated in order to enhance the teacher's control of pupils and to influence children's minds, thoughts and morality became one instrument in the creation of a school for symbolic representation and meaning-making in a rapidly changing world of modernity.

  • 40.
    Linné, Agneta
    Örebro University, Department of Education.
    Tid, rum, berättelse: en historia om pedagogik och lärarutbildning2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 1, p. 9-38Article in journal (Refereed)
  • 41.
    Linné, Agneta
    Örebro University, School of Humanities, Education and Social Sciences.
    Time, talk, and narrative: on the silent voice of gender in the history of teacher education2009Conference paper (Refereed)
  • 42. Linné, Agneta
    Utbildning av lärare som ett statens styrinstrument för skolan1998In: Utbildningshistoria 1998 / [ed] Stig G. Nordström, Gunnar Richardson, Uppsala: Föreningen för svensk undervisningshistoria , 1998, 1, p. 213-244Chapter in book (Refereed)
  • 43.
    Linné, Agneta
    Örebro University, Department of Education.
    Vad ska vi sjunga?: En musikpedagogisk diskurs om tiden mellan två världskrig [diss. av Birgitta Ryner]2005In: Svensk tidskrift för musikforskning, ISSN 0081-9816, Vol. 87, p. 151-153Article, book review (Other academic)
  • 44.
    Linné, Agneta
    et al.
    Örebro University, Department of Education.
    Englund, Boel
    Stockholms universitet, Pedagogiska institutionen.
    Academic tribes and less academic tribes: practical knowledge, academic values, and teacher education2008Conference paper (Refereed)
  • 45.
    Linné, Agneta
    et al.
    Örebro University, Department of Education.
    Englund, Boel
    Stockholms universitet, Pedagogiska institutionen.
    Knowledge, gender, and teacher education cultures, 1950-20032005Conference paper (Refereed)
  • 46.
    Linné, Agneta
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Boel
    Department of Education, Stockholm University, Stockholm, Sweden.
    Eliasson, Eva
    Deparment of Education in Arts and Professions, Stockholm University, Stockholm, Sweden.
    Holmberg, Annelie
    Deparment of Arts History, Uppsala University, Uppsala, Sweden.
    Tellgren, Britt
    Örebro University, School of Humanities, Education and Social Sciences.
    Sandström, Birgitta
    Department of Education, Stockholm University, Stockholm, Sweden.
    Practical knowledge meets academia: continuity and change in teacher education2011Conference paper (Refereed)
    Abstract [en]

    What is worth knowing, and what is considered a public good to know, reflects history and culture. This paper inquires into knowledge production and core values within three predominantly female teacher education traditions over time, and explores transforming practices and notions as those traditions were incorporated into the academic system of higher education in Sweden.  The three teacher education traditions are those of early childhood teachers, nursing teachers, and teachers of textile craft. Focus is upon forms of knowledge and local knowledge cultures within institutions of higher education. Power, knowledge, and gender come to the fore. The paper summarizes framework and key results of the research project Practical Knowledge Meets Academia, supported by the Swedish Research Council.

  • 47.
    Linné, Agneta
    et al.
    Örebro University, Department of Education.
    Höstmark Tarrou, Anne-Lise
    Akershus University College, Norway.
    An exploratory approach to ATEE output: some results and some prospects2001In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 24, no 1, p. 9-20Article in journal (Refereed)
    Abstract [en]

    This article introduces a first, tentative inquiry into some of the research in teacher education published by the Association for Teacher Education in Europe (ATEE). Our source is a two-year sample of texts: the three-yearly issues of the European Journal of Teacher Education, Vols 16 and 19, and the Conference Proceedings of the ATEE Annual Conferences of 1993 and 1996. The texts are explored from broad dimensions: type of content, purpose, focus of study, and, as and when appropriate, the authors' perspective and the educational theory perspective chosen. The aim is to contribute to an ongoing critical and deliberative discussion on research in and for teacher education.

  • 48.
    Linné, Agneta
    et al.
    Örebro University, Department of Education.
    Skog-Östlin, Kerstin
    Örebro University, Department of Education.
    Female educational pioneers, modernity, and the public sphere around 19002007Conference paper (Refereed)
  • 49. Linné, Agneta
    et al.
    Skog-Östlin, Kerstin
    Örebro University, Department of Education.
    Flickskola och seminarium som nätverk, bildningsväg och verksamhetsfält2001In: Formering för offentlighet : rapport från konferens i Uppsala den 22 november 2000 / [ed] Ingrid Heyman, Eva Trotzig, Uppsala: Forum för pedagogisk historia, SEC, Uppsala universitet , 2001, p. 63-82Conference paper (Refereed)
  • 50. Linné, Agneta
    et al.
    Skog-Östlin, Kerstin
    Örebro University, Department of Education.
    Stockholm as a social space at the turn of the 20th century: School buildings as representations of the modern project2002In: Stockholm as a social space at the turn of the 20th century / [ed] Kerstin Skog-Östlin, Uppsala: Forum för pedagogisk historia, SEC, Uppsala universitet , 2002, p. 9-19Conference paper (Refereed)
1 - 50 of 50
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