Joakim Landahl

Joakim Landahl


Visa sidan på svenska
Works at Department of Education
Telephone 08-120 763 78
Visiting address Frescativägen 54
Room 1516
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm


A selection from Stockholm University publication database
  • 2016. Joakim Landahl.
  • 2015. Joakim Landahl. Nordic Journal of Educational History 2 (2), 27-47

    School subjects and moral education: A comparative study of civics and life-skills This article is concerned with two school subjects that were introduced in Swedish schools during the 20th century: civics and life-skills. Drawing on textbooks in civics from the 1950s to the 1960s and textbooks in life-skills from the 2000s, the aim is to analyse and compare the morality conveyed in the respective school subjects during its introductory years. It is argued that civics and life-skills can be used to get a grip of differences between different historical contexts, since the two school subjects emerged in two different time periods. Civics emerged as a school subject for the comprehensive schools during the middle of the 20th century, and might therefore be labeled as a typically “modern” school subject, whereas life skills emerged in the late 1990s, and might therefore be labeled a “late modern” school subject. Given that these two school subjects emerge as novelties in two different time periods, they can be used to discuss how the meaning of moral education in schools is related to general social tendencies.

  • 2015. Joakim Landahl. Paedagogica historica 51 (1-2), 104-116

    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 emotional pedagogy. It is further argued that the concept of love was important, a concept with moral connotations where children were expected to love their school, country, parents and God. Furthermore, the emotional aspects of punishment are explored, exemplifying why emotions were considered important in maintaining discipline. Finally, drawing on the concepts of emotional labour and emotional community, it is argued that the school of the late nineteenth century in Sweden was characterised by a tight relationship between labour and community.

  • 2009. Joakim Landahl.
Show all publications by Joakim Landahl at Stockholm University

Last updated: February 20, 2018

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