Stephanie Olsen, Ph.D, FRHistS, is an historian of childhood and youth, education, and experiences/emotions, with a particular focus on the British Empire in the nineteenth and twentieth centuries. She is a Senior Researcher at the Academy of Finland Centre of Excellence in the History of Experiences, having previously held positions at the Max Planck Institute for Human Development, Center for the History of Emotions (Berlin) and the Minda de Gunzburg Center for European Studies at Harvard University.
She is the author/co-author of two monographs, Juvenile Nation: Youth, Emotions and the Making of the Modern British Citizen (Bloomsbury, 2014; paperback 2015) and Learning How to Feel: Children’s Literature and the History of Emotional Socialization, c. 1870-1970 (Oxford University Press, 2014), and the editor of the collection, Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives (Palgrave, 2015). Her new research focuses on the history of children’s experiences, education and the cultivation of hope in the First World War. It was supported by a Social Science and Humanities Council of Canada Insight Development Grant.
Olsen is the general co-editor of the forthcoming 6-volume Cultural History of Youth (Bloomsbury) and the 4-volume Children, Childhood and Youth in the Long Nineteenth Century: A Global Primary Source Collection (Routledge). She co-edits the journal History of Education.
History of experiences; history of childhood and youth; history of emotions; Britain and Empire in the nineteenth and twentieth centuries
· Juvenile Nation: Youth, Emotions and the Making of the Modern British Citizen. London: Bloomsbury, 2014 (paperback edition, 2015) [reviews in American Historical Review, Victorian Periodicals Review, Tijdschrift voor Geschiedenis, Social History, Journal of the History of Childhood and Youth, Children and Society].
· [with Ute Frevert, et al] Learning How to Feel: Children’s Literature and the History of Emotional Socialization, 1870-1970. Oxford: Oxford University Press, 2014 [reviews in Journal of Social History, Journal of Gender Studies, Historia y Memoria de la Educación, English Historical Review, Journal of the History of Childhood and Youth]; Traditional Chinese translation: Owl Publishing House, 2018; German translation: Beltz, 2021.
· Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives. London: Palgrave, 2015 [reviews in International Journal of Play, Journal of Social History, H-net Reviews, Histoire Sociale/Social History].
· Co-Editor, 6-volume Bloomsbury Cultural History of Youth series (forthcoming).
· Co-Editor, 4-volume Children, Childhood and Youth in the Long Nineteenth Century: A Global Primary Source Collection (Routledge, forthcoming).
Articles and book chapters
· “Children and Childhood,” Vol. 5. Cultural History of Education, Heather Ellis, ed. Bloomsbury, 2021.
· “Children's Emotional Education in Britain, Canada, Australia and New Zealand, 1914-1920s,” Special Issue of Social and Cultural History: Young People and the World Wars: Materialities, Memories and Cultural Heritage, Kate Darian-Smith and Ana Carden-Coyne, eds, (2019).
· “Styling Emotions History” co-written with Rob Boddice. Special Issue of the Journal of Social History, Volume 51, Issue 3, 1 February 2018, pp. 476-487, https://doi.org/10.1093/jsh/shx067
· “The History of Childhood and the Emotional Turn,” History Compass (2017): 1–10, 10.1111/hic3.12410.
· “Learning how to feel through play: at the intersection of the histories of play, childhood and the emotions,” International Journal of Play, 2016. DOI: 10.1080/21594937.2016.1243197
· “Men and the Periodical Press,” Ashgate Research Companion to Nineteenth-Century British Periodicals, Alexis Easley, Andrew King and John Morton, eds. Farnham: Ashgate, 2016.
· “‘Happy Home’ and ‘Happy Land:’ Informal Emotional Education in British Bands of Hope, 1880-1914,”Historia y Memoria de la Educación, special issue: "La transmisión de emociones y sentimientos. Subjetividad y socialización" [The transmission of emotions and sentiments. Subjectivity and socialization], núm. 2, December, 2015.
· “Introduction,” Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives. London: Palgrave, 2015.
· “Emotions and the Global Politics of Childhood” with Karen Vallgårda and Kristine Alexander, Childhood, Youth and Emotions in Modern History: National, Colonial and Global Perspectives. London: Palgrave, 2015.
· “Adolescence and the Moral Empire: Dangerous Boys in Britain and India, c. 1880-1914,” Juvenile Delinquency and the Limits of Western Influence, 1850-2000, Heather Ellis, ed. London: Palgrave, 2014.
· “Introduction,” Learning How to Feel [with Pascal Eitler and Uffa Jensen]. Oxford: Oxford University Press, 2014.
· “Dickon’s Trust,” Learning How to Feel [collaborative monograph]. Oxford: Oxford University Press, 2014.
· “Informal Education: Emotional Conditioning and Enculturation,” Jahrbuch für Historische Bildungsforschung: “Emotionen in der Bildungsgeschichte,” 2012.