This look into the transformation of the Swedish welfare state in the 20th century through changes in the structure and content of Swedish educational broadcasting provides new insights into how media education fostered political and social change and reflected the changes of government policies as well as the fundamental cultural transformation of the Swedish society. The political authorities formulated general ambitions for broadcast media's role in society as a public service system that could affect the views and construe the understanding of citizenship, equality, childcare, children's role in society, environmental issues, democracy, and everyday politics. This study explores how educational broadcasting was negotiated between parties with varying agendas to become both a voice for progressive change and for established interests.
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.
A Merchant Marine’s Life, Loves and Law By: Bengt C. Nyman, PHD When Bengt was sixteen years old, his mother finally agreed to sign the authorization for him to join the Merchant Marine. Bengt was hired as a cook/sailor on the ship M/S Tuna, a 200-ton Swedish coastal runner, where he learned the rules and regulations of being a sailor. For the next four years, he sailed the seven seas with M/S Kirribilli, M/S Sabang, and M/S Parrakoola through dangerous seas, hostile shipmates, and even an engagement with a beautiful Japanese girl. During some home visits between the ships, Bengt needed to protect his mother from her alcoholic ex-husband and was in a serious car accident. Bengt’s mandatory military service was in the Swedish Navy. After eighteen months, he applied and was accepted to the United Nations Peacekeeping Forces and was assigned to the island of Cyprus in the Mediterranean Sea. This was a thrilling time when the Greek armada was on its way to attack the island of Cyprus. After the UN, Bengt became a family man in Sweden. He purchased a tractor trailer business that caused him financial difficulties because of a tax increase of 1000% that was added on his business. He filed bankruptcy, and then went on to fulfill his dream to become an attorney. He moved to the United States, married his wife, Diane, and became a U.S. citizen 1991. He continued his law practice in the U.S., helping European clients while continuing to educate himself. He became a Florida Supreme Court mediator until he had to discontinue the practice because of medical reasons.
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.
Educational media has been a contested arena in the creation and communication of the Swedish welfare system - it was an important instrument of modernization. In Neither Fish nor Fowl historians Bengt Sandin and Maija Runcis have a close look on how the educational broadcasting was negotiated between government agencies, public inquiries, political and professional interests. The state authorities, civil society organizations, educators and journalists had strong opinions about the role of educational broadcast media that reflected a desire to form the future. Educational programmes were also part of a public service system which increasingly emphasized its independence from state control. But was broadcast education to be a part of public service, a government agency or something else - a red herring? This study provides insights into the struggle over the role of educational media and the political communication in the welfare state.
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