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Demarcating popular education with government subsidies: Sweden 1911–1991
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-8287-0426
2015 (English)In: Nordic Journal of Educational History, ISSN 2001-7766, Vol. 2, no 1, 73-96 p.Article in journal (Refereed) Published
Abstract [en]

By analysing the regulating mechanisms of state subsidies to Swedish institutions generally considered mediating “popular education” during the twentieth century, it is argued that a tension has been developed between two parallel notions of popular education. A narrower ideal popular education—emphasising non-formality and independence—has been discursively nurtured along with a broader organisational popular education, denoting the de facto institutions that have received government funding, primarily the folk high schools and study associations. It is argued that the organisational popular education is a reality in itself, spanning over border zones between, for example, non-formal and formal education. Furthermore, an argu- ment against using “popular education” as an analytical concept is put forth, since it is overly contested. Rather, it is promoted as a discursive construct that has for- med real organisational structures with their own logic, which cannot be denoted by words such as non-formal adult education. 

Place, publisher, year, edition, pages
2015. Vol. 2, no 1, 73-96 p.
Keyword [en]
popular education, non-formal adult education, economics of education, cultural politics, Sweden
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Research subject
URN: urn:nbn:se:uu:diva-261908OAI: diva2:851507
Folkbildningens finansiering 1872–1991: ekonomisk styrning, normer och praxis i spänningsfältet mellan offentlig och frivillig sektor
The Jan Wallander and Tom Hedelius Foundation
Available from: 2015-09-05 Created: 2015-09-05 Last updated: 2015-09-07Bibliographically approved

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Edquist, Samuel
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Department of ALMDepartment of Education

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