ABSTRACT This article examines the evolution of school violence and aggression in Swedish schools from 1947 to 1974, focusing on the shifting paradigms of responsibility and understanding among various professional fields, including education, psychology, and psychiatry. It aims to elucidate how schools have interpreted and addressed aggression through the lenses of disciplinary and pastoral power, as conceptualised by Michel Foucault. By analysing student records and expert interventions, the study reveals the changing narratives surrounding student behaviour, highlighting the move from biological determinism to environmental and psychological explanations. The findings underscore the importance of institutional responses and the interplay of care and control in shaping students’ identities. Ultimately, the article contributes to the discourse on mental health and social norms in educational settings, illustrating how the governance of behaviour has evolved within the broader context of the welfare state and its impact on school practices.

ABSTRACT The first Froebelian kindergarten in Portugal was established in Lisbon’s Estrela Garden in 1882. While directly inspired by German precedents, this initiative developed within a complex transnational network. This article explores the circumstances surrounding the establishment of the Froebel School in Lisbon, its public and secular character, its functioning, the curriculum and its adaptation in the Estrela Garden, patterns of attendance, as well as its impact on women’s independence and empowerment. By examining these dynamics, the article reveals how the Lisbon kindergarten, though a localised initiative, was deeply embedded in global currents of educational reform, gender roles and the professionalisation of early childhood care.

ABSTRACT History of education scholarship in the Republic of Ireland has witnessed a blossoming in recent years, a trajectory which diverges from broader international patterns. Expanding beyond its traditional focus on teacher education, recent scholarship has extended its theoretical, methodological and thematic foundations. This article traces the contours of the historiography of Irish education, highlighting dominant themes and intellectual trends. Focusing in particular on research relating to the period 1831 to 1975, it maps the scholarship across five inter-related motifs: the massification and democratisation of education; control and governance; gender; curriculum; and teachers and teacher education. Acknowledging there remain significant lacunae, in particular in relation to race and sexuality, we offer in the conclusion some suggestions for future avenues of research.

ABSTRACT The role of education for school-aged refugee children has evolved throughout history, influenced by time, geopolitical contexts, public perceptions, and ideas about the purposes of education. This article examines refugee education in Finland and Sweden over the past century, focusing on three periods. The first is the 1920s, when newly independent Finland agreed to the migration of large groups of refugees from Russia. The next phase is the 1940s, when Finnish children were sent as forced migrants to Sweden. Finally, we consider the 1980s–1990s, when large groups of refugees from outside Europe arrived in the Nordic countries. Our analysis shows that arrivals received varying degrees of welcome. The discourse on refugee education shifted from a Christian duty to care toward rationality, scarce resources, and security, with refugee students seen either as potential citizens or temporary visitors.