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Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.ORCID iD: 0000-0002-8613-5066
Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences. (Vuxenpedagogik och folkbildning)
2019 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 55-78Article in journal (Refereed) Published
Abstract [en]

Nordic popular education (folkbildning) has a history of emancipatory endeavours. At the same time it has also been involved in, and reproducing, different structures of power. By studying participants on a Folk High School course on global development, where intersectional power orders are critically challenged while also permeating and enabling the course, this article addresses this paradox. Interviews are analysed with tools from critical and cultural sociological theory. The purpose of the study is to deepen the understanding of the conditions and significance of critical popular education. The stories depict how the courses become alternatives to more male-dominated elite courses at the Folk High School; how class is mirrored as the course becomes a tool for either upward class mobility or (middle) class reproduction; and how a moral subjectivity is created through a relation to, and distancing from, discourses of tourism and traditional aid.

Place, publisher, year, edition, pages
Örebro, Sweden: Örebro Universitet , 2019. Vol. 28, no 1, p. 55-78
Keywords [en]
popular education, folk high schools, global development, gender, class.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:liu:diva-160085OAI: oai:DiVA.org:liu-160085DiVA, id: diva2:1348447
Available from: 2019-09-04 Created: 2019-09-04 Last updated: 2019-09-18Bibliographically approved
In thesis
1. Folkbildning i global (o)rättvisa: Makt och motstånd i folkhögskolans internationalisering och transnationella kurser
Open this publication in new window or tab >>Folkbildning i global (o)rättvisa: Makt och motstånd i folkhögskolans internationalisering och transnationella kurser
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Popular Education in Global (In)justice : Power and Resistance in the Swedish Folk High Schools’ Internationalization and Transnational Courses
Abstract [sv]

I den här avhandlingen undersöks den svenska folkhögskolans engagemang i global (o)rättvisa, dess uppkomst och nutida verksamheter, med fokus på transnationella kurser i global utveckling. Studien behandlar sociala, politiska och historiska aspekter av engagemanget, med folkhögskolan som utbildningsinstitution i centrum. De teoretiska perspektiven är inspirerade av kritisk diskursanalys, postkolonial och feministisk teori samt kultursociologi. Resultaten visar hur utvecklingsfrågor sedan femtiotalet har vuxit fram som ett viktigt bildningsområde som införlivats i folkhögskolans institutionella identitet, samt hur detta bildningsområde har förhandlats och förändrats över tid. Genomgående präglas det transnationella engagemanget av en tilltagande reflexivitet kring att vara både inbegripen i, och aktivt emot, en orättvis världsordning, som i sin tur villkorar vad som blir (o)möjligt att göra i de folkbildande praktikerna. Avhandlingen gör gällande att det inte finns en berättelse om folkhögskolans engagemang för global rättvisa. Tvärtom är det flera berättelser, som uttrycks olika beroende på hur, när och var kampen för global rättvisa utförs. Att vara både ”i och emot”, innebär här både ett reproducerande av rådande maktförhållanden, men också omförhandlande, navigerande och avlärande av hegemonisk kunskap. I linje med detta förändras också folkhögskolan som institution, i takt med sin tid. 

Abstract [en]

This thesis explores the Swedish folk high schools’ (FHS) engagement with global (in)justice, its emergence and contemporary practices, with a focus on transnational courses in global development. The study addresses social, political and historical aspects of this engagement, concentrating on the FHS as an educational institution. The theoretical perspectives are inspired by critical discourse analysis, postcolonial and feminist theory and cultural sociology. The results show how development issues have emerged, since the 1950s, as an important educational area that has become incorporated into the institutional identity of the FHS, and how this educational area has been negotiated and changed over time. Overall, this transnational engagement is characterized by a growing reflexivity of being both involved in, and actively opposing, an unfair world order, which in turn conditions what becomes (im)possible to accomplish through educational practices. The thesis concludes that there is no single story about FHS engagement for global justice. On the contrary, the stories are diverse, and are expressed differently depending on when, how and where the struggle for global justice is performed. Being both "in and against" here involves the reproduction of existing power relations, as well as renegotiating, navigating and unlearning of hegemonic knowledge. In line with this, the FHS is also changing as an institution, in step with its time

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 149
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 220
Keywords
Transnational popular education, folk high school, travelling courses, global development, Transnationell folkbildning, folkhögskola, resande kurser, global utveckling
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-160313 (URN)10.3384/diss.diva-160313 (DOI)9789175190020 (ISBN)
Public defence
2019-09-27, I:101, I-huset, Campus Valla, L, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved

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