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Sär-skild folkhögskolepedagogik?: Erkännandets didaktik i folkhögskolor
Örebro University, School of Humanities, Education and Social Sciences. (VAF)ORCID iD: 0000-0003-3486-1442
2014 (Swedish)Report (Other academic)
Abstract [en]

The purpose of this study was to investigate if there is a specific set of didactical routines used in Swedish folkhighschool teaching. The issue has been discussed for a long time but with very few studies looking in to the matter. It is established that folkhighschools have been very successful in motivating and teaching participants when all other types of schools failed.  What do they do to create these effects? The study examines empirical data from two folkhighschools, several classrooms and several courses. The theoretical framework is based on concepts from Pierre Bourdieu and Axel Honneth. The concept of recognition is central. The results show that different mechanisms of recognition are a crucial part of the didactics in these two folkhighschools. Recognition as a means in teaching classes tends to lead to significant consequences for the participants. Furthermore, the results show different characteristics of the didactics in folkhighschools courses. The results contribute to the on going discussion about folkhighschools in general. The study is based on a limited amount of empirical evidence why it is advised to use generalizations with caution.

Abstract [sv]

Syftet med den här rapporten var att undersöka vad som får folkhögskoleundervisningen att fungera på det sätt den gör. Ett skäl till intresse omkring frågan är att folkhögskolor har lyckats bra med undervisning med deltagare där andra skolformer misslyckats. Vidare har folkhögskolor fått mycket höga omdömen från deltagare i utvärderingar. Vad gör man i undervisningen, med vilka deltagare och vilka effekter får det? I studien undersöks empirisk data från två folkhögskolors allmänna kurser. I analysen används en teoretisk ram baserad på begrepp från Pierre Bourdieu och Axel Honneth. Begreppet erkännande är centralt. Resultaten visar att olika erkännandemekanismer är en avgörande del av folkhögskolans didaktik. Erkännande i klassrummens undervisning leder ofta till signifikanta konsekvenser för deltagarna. Resultaten visar olika didaktiska aspekter som bär potential för att vara särdrag för folkhögskolors pedagogik inom allmänna kurser. Studien baseras på en begränsad mängd empiri varför generaliseringar till folkhögskola som begrepp bör göras med försiktighet.

Place, publisher, year, edition, pages
Örebro, Sweden: Örebro universitet , 2014. , 67 p.
Series
Rapporter från Pedagogiska institutionen, Örebro universitet, ISSN 1650-0652 ; 20
Keyword [sv]
Folkhögskola, undervisning, lärare, deltagare, erkännande, kapital, Pierre Bourdieu, Axel Honneth
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-49576OAI: oai:DiVA.org:oru-49576DiVA: diva2:915200
Available from: 2016-03-29 Created: 2016-03-29 Last updated: 2017-10-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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