Ning de Coninck-Smith – författare

Utställningen "Barnets århundrade: Nordisk design för barn 1900 till idag (10 maj-28 september 2014) är Museum Vandalorums största hittills. Här visas för första gången 1900-talets och nutidens mest progressiva nordiska design, arkitektur och konst för barn. Utställningen lånar sin titel från Ellen Keys bok med samma namn från år 1900. Hennes banbrytande teorier om vikten av att främja barns kreativitet, utbildning och rättigheter löper som en röd tråd genom projektet. Målet med utställningen är att visa hur nordiska formgivare, arkitekter och konstnärer bidragit till att stärka barns intellektuella, känslomässiga och fysiska utveckling. De ur designperspektiv förväntade inslagen som leksaker, kläder och möbler visas tillsammans med skolarkitektur, konstprojekt, lekparker, barnböcker, textilier, kollektivboenden, spel, reklamkampanjer, illustrationer, sagovärldar, förskolor mm. Genom detta inkluderande och breda förhållningssätt till design vill utställningen förnya och erbjuda exempel på alternativa lösningar i dagens debatt om barns utbildning, boende och roll i samhället. Utställningskatalogen innehåller texter av ett 15-tal nordiska och amerikanska författare, curatorer, forskare och professorer, däribland Ronny Ambjörnsson, Hedvig Hedqvist, Ning de Coninck-Smith, Elna Svenle, Aidan O"Connor, Anne-Louise Sommer och Christian Holmsted Olesen. De berättar om ett 60-tal av utställningens ca 200 föremål och projekt, skapade av exempelvis Alvar Aalto, Elsa Beskow, Kay Bojesen, Nanna Ditzel, Olafur Eliasson, Estrid Ericson, Stephan Gip, Arne Jacobsen, Tove Jansson, Wilhelm Kåge, Carl Larsson, Stig Lindberg, Alva Myrdal, Palle Nielsen, Vuokko Nurmesniemi, Peter Opsvik och Hans J Wegner.

With the advent of urbanization in the early modern period, the material worlds of children were vastly altered. In industrialized democracies, a broad consensus developed that children should not work, but rather learn and play in settings designed and built with these specific purposes in mind. Unregulated public spaces for children were no longer acceptable; and the cultural landscapes of children's private lives were changed, with modifications in architecture and the objects of daily life.In Designing Modern Childhoods, architectural historians, social historians, social scientists, and architects examine the history and design of places and objects such as schools, hospitals, playgrounds, houses, cell phones, snowboards, and even the McDonald's Happy Meal. Special attention is given to how children use and interpret the spaces, buildings, and objects that are part of their lives, becoming themselves creators and carriers of culture. The authors extract common threads in children's understandings of their material worlds, but they also show how the experience of modernity varies for young people across time, through space, and according to age, gender, social class, race, and culture.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

This collection of essays on the social history of disciplinary practices in education in North America, Northern Europe, and Colonial Bengal coverage upon an understanding that schools regulate the behavior of beliefs of students, teachers, and parents by enforcing certain disciplinary social norms.

How has higher learning been shaped by people, ideas and knowledge? In a work that spans 2,500 years, 67 experts chart across the social and cultural dynamics of higher learning and education across the centuries.Exploring higher learning rather than universities, the authors examine the full range of the effects of advanced education on their societies. Readers will discover ancient academies, monasteries, temples to professional and technical schools as well as universities. Together the volumes describe the remarkable drama of societies trying to organize knowledge for humanity, with many conflicts, reversals, and triumphs along the way.Individual volume editors ensure the cohesion of the whole, and to make it as easy as possible to use, chapter titles are identical across each of the volumes. This gives the choice of reading about a specific period in one of the volumes, or following a theme across history by reading the relevant chapter in each of the six.The six volumes cover: 1. Antiquity (500 BCE-500 CE); 2. Medieval Age (500-1400); 3. Renaissance (1400-1600); 4. Age of Enlightenment (1600-1760); 5. Age of Industry (1760-1900); 6. Modern Age (1900-present)Themes (and chapter titles) are: cultures; geographies; authorities; teaching; disciplines; communities; materialities; contestations and epitome.The total extent of the pack is approximately 1712 pages. Each volume opens with notes on contributors and an introduction and concludes with notes, bibliography, and an index.

Children's work is a controversial subject both in the sciences of sociology and history. It does not accord well with the modern idea of a good childhood -- that children actually work. Children ought to spend their time playing and attending school. The historians' interest has focused on industrial child labour -- its emergence and its disappearance. But relatively few children worked in industry. Far more children were employed in agriculture and retail trade, if they did not help at home or at the neighbour's. Sometimes they received pay -- other times not -- and they often worked on the edge of the law. The articles in this book examine children's work from the mid-1800's and until the 1990's, because children's work is not a closed chapter in history. But the character and social function of the children's work have been changed over time. This anthology is the result of an inter-Nordic research project about children's work in the Nordic countries involving all the five Nordic countries.

Who hasn't heard of elderly people "in their second childhood" -- or of children who "grow old before their time"? Expressions such as these bear witness to the fact that a variety of images and expectations attach themselves to biological age. When various ages are set side by side in contrast to each other, these images and expectations become apparent. "Childhood and old Age" lies at opposite ends of life's trajectory and so are quite distinct. The child finds itself at life's starting-point, the old person at its close. And yet there are in many areas more similarities than differences. Both children and old people live an institutionalised, economically unproductive and sheltered life and, in our late modern society, are completely dependent on middle-aged adults. Both age groups are objects of commercial, medical-scientific and pedagogical interest. The aim of this anthology is to confront expectations of childhood with expectations of old age. The focus is not, then, on age as a biological phenomenon, but on preconceptions of age and on the ways in which man, at different times and in different cultures, has dealt with age. The articles view their subject from both historical and contemporary standpoints, and there is an attempt to answer questions about age in the society of the future, where biological lifespans will be challenged by gene technology and improved living conditions.