Visions unite through the concept of democracy: The school and the Popular Adult Education

Johansson, Lotta; Bergstedt, Bosse

doi:10.1080/00313831.2013.838697

Cited by 8 publications

(8 citation statements)

References 2 publications

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“…On the one hand, regularities emerge in both student and teacher interviews regarding FHS coming into being as a collective, relational and community-oriented space for learning, which is in line with the prevailing self-image mobilised within folkbildning (popular education) (see e.g. Gustavsson & Wiklund, 2013;Johansson & Bergstedt, 2015). Thus, one could be inclined to argue that a discourse on individualisation does not really penetrate FHS, and that FHS seem to have been able to keep their "core" values (i.e.…”

Section: Concluding Discussionmentioning

confidence: 72%

Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities

Fejes

Olson

Rahm

et al. 2016

Scandinavian Journal of Educational Research

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In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?

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Section: Concluding Discussionmentioning

confidence: 72%

Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities

Fejes

Olson

Rahm

et al. 2016

Scandinavian Journal of Educational Research

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“…Flera folkhögskolor grundades i Norden i mitten på 1800-talet. Först ut var folkhögskolan i danska Rødding 1844, därefter Norge där den första folkhögskolan startades 1864 och drygt tjugo år senare, 1889, grundades Finlands första folkhögskola (Gustavsson m.fl., 2009;Johansson & Bergstedt, 2015). I Sverige startades, med inspiration från Danmark, de första folkhögskolorna 1868 och riktade sig till sönerna till Sveriges självägande bönder.…”

Section: Folkhögskolans Framväxt Och Idégodsunclassified

Att mötas på folkhögskola : en studie om folkhögskollärares pedagogiska hållning

Millenberg

2023

Linköping Studies in Behavioural Science

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This thesis explores pedagogical practices and everyday learning at a folk high school by looking at how encounters between teachers and course participants appear in the pedagogical practice. It also explores how the relational dimension of these encounters can be understood and what significance the encounters have in teachers' practice. For this purpose, the study draws on a folk high school's craft courses where encounters are made visible and described from a teacher perspective.Drawing on empirical data from ethnographic field studies including recorded interviews, daily conversations, and school documents, and thereby establishing a lifeworld phenomenological perspective, the study shows a pedagogical approach characterised by a firm belief in encounters as a pedagogical point of departure for teaching and learning. The strong belief in encounters is characterised by the understanding of teaching as a process with relational and existential dimensions. This pedagogical approach is more specifically illustrated by the teachers' openness, sensitivity, and attention to the lifeworld of the participants, and by responsively following, interplaying, and challenging participants in these encounters.The lifeworld phenomenological concept the lived body shows the significance of bodily presence as teachers' and participants' shared experiences and meaning making in encounters become a guiding principle in teaching. In this process teachers' experience of their own lived body and of the participants' lived bodies turns out to be of great importance for the didactic choices and actions that are made. Bodily presence means listening to and perceiving another human being in a becoming process, which enables a joint constitution of meaning that is not given in advance but rather arises within the encounters. Encounters therefore become a central space for joint meaning-making which calls for openness of teachers to everything that is taking place between teacher and participants. Since teaching is perceived as a process in which the goal for participants' learning can be developing, it demands a special presence of the teachers. This presence is essential to be able to decide the rhythm and direction together with the participants, based on what seems essential in their mutual encounter.

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“…Koselleck bruker begrepshistoriske verktøy på velkjente begreper og følger de måter de blitt brukt gjennom lang tid, ofte fra 1700-årene og fremover (eksempelvis «demokrati» og «revolusjon»). Det finnes mange eksempler på når begrepshistorien har blitt brukt også i andre sammenhenger, med betydelig kortere perspektiver; i henhold til for eksempel begrepet modernitet (Sebastian & De Miguel, 2004), kulturbegrepet i laereplaner (Johansson, 2013), tospråklige skoler i media (Karjalainen & Piike, 2012) og danningsbegrepet i utdanning (Johansson & Bergstedt, 2015).…”

Section: Begrepshistorieunclassified

Frykten for svenske tilstander

Johansson¹

2018

NMT

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Visions unite through the concept of democracy: The school and the Popular Adult Education

Cited by 8 publications

References 2 publications

Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities

Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities

Att mötas på folkhögskola : en studie om folkhögskollärares pedagogiska hållning

Frykten for svenske tilstander

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