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This paper explores a type of organizing that can be found in tourist destinations that are administratively bound to a specific geographic area in the intersection of public and private context. The purpose of this paper is to contribute to the understanding of the organizing of activities within destinations and also to contribute theoretically and conceptually to how place dependency and public/private can be understood from an industrial marketing and purchasing (IMP) network perspective.

The research approach has its origin in an ongoing multi-disciplinary and longitudinal case study.

By applying a network approach to the organizing of destinations, where interaction of relationships, resources, actors and activities play an essential role, a number of propositions have been put forth so as to provide for a better understanding of place-specific organizing, in the intersection between public and private interests.

The paper is conceptual and more empirical studies are needed to test the findings. One implication to consider in future empirical studies is the tensions between created and organic networks that exist in public and private place partnerships.

The paper provides insights into factors affecting destination management.

With an emphasis on a socio-political context, the opportunities and limitations that exist between public and private sectors are discussed.

The paper sheds light on a neglected aspect of a contemporary phenomenon where the IMP network approach could contribute to the understanding of destination marketing or management organization that are bound to a specific place in the intersection between the public and private context. The area of public-private organizing is a topic that may also add new aspects to the IMP community.

The purpose of this article is to investigate attempts to safeguard classical humanism in secondary schools by appealing to a cultural-historical link with Antiquity, voiced in the face of educational reforms in Sweden between 1865 and 1971.

By focusing on the content of the pedagogical journal Pedagogisk Tidskrift, the article highlights a number of examples of how an ancient historical lineage was evoked and how historical knowledge was mobilized and contested in various ways.

The article argues that the enduring negotiation over the educational need to maintain a strong link with the ancient past was strained due to increasing scholarly specialization and thus entangled in competing views on reform and what was deemed “traditional” or “modern”.

From a larger perspective, the conflict over the role of Antiquity in Swedish secondary schools reveals a trajectory for the history of education as part of and later apart from a general history of the humanities. Classical history originally served as a common past from which Swedish culture and education developed, but later lost this integrating function within the burgeoning discipline of Pedagogy. The findings demonstrate the value of bringing the newly (re)formed history of humanities and history of education closer together.