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- Fejes, Andreas, 1977-, et al.
(författare)
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Livslångt lärande i nöd och lust
- 2009. - 1
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Ingår i: Lärande på vuxnas vis. - Lund : Studentlitteratur AB. - 9789144042763 - 9144042760 ; , s. 19-42
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.
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| 3. |
- Beach, Dennis, 1956-, et al.
(författare)
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On Developments in Ethnographic Research: The Case of Two Swedish Universities
- 2022
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Ingår i: International Journal of Qualitative Methods. - : SAGE Publications. - 1609-4069. ; 21
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Tidskriftsartikel (refereegranskat)abstract
- The past 40 years have formed a transitional period in Sweden’s education and political history. The social democratic reforms from the 1940s that aimed to create a centralised, expanded and integrated comprehensive education system came to an end. Decentralisation, neoliberal governance and the introduction of new public management with the creation of private schools and competition have shaped the policy regime since then. Ethnography emerged in Swedish educational research as a significant research methodology during this transitional period. Using a qualitative and quantitative investigation of research dissertations that classified and counted the use of ethnography as either classical (using core references and long-term participation research at one or a limited number of sites), or adapted (used within adaptations to other research methods), the present article explores these developments at two universities. It suggests that Swedish education ethnography has developed along similar kinds of historical trajectories to ethnography in other places, with roots similar to those in other European countries, though also with some variations. For instance, as elsewhere, ethnography needed a breakthrough point in Swedish education research. It got this in the 1980s. However, it quickly became an important part of educational research from the 1990s onwards and a strong quantitative take off early in the new millennium followed. Presently more than half of all PhD dissertations in Education at the two universities have some kind of participant observation, over half of which are also classically ethnographic. This leads us to conclude that education ethnography in Sweden has changed across its period of growth and that though configured in contemporary social science as having originated in anthropology as a methodology that employed long-term embedded participant observation, this does not limit the variations of ethnography’s development or its application.
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| 4. |
- Landström, Inger, 1954-
(författare)
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Mellan samtid och tradition : folkhögskolans identitet i kursutbudets yrkesinriktning
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society.The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'.Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation.One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible).The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions.
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| 5. |
- Nylander, Erik, 1982-
(författare)
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Skolning i jazz : Värde, selektion och studiekarriär vid folkhögskolornas musiklinjer
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen består av fyra empiriskt orienterade artiklar där studiekarriärer till och från folkhögskolornas musiklinjer studeras. Med utgångspunkt i relationell utbildningssociologi, metodologiskt såväl som teoretiskt, analyseras musiklinjernas sociala rekrytering, inträdesregler och relation till högre utbildning och professionella musikfält. Med hjälp av statistisk från individdataregister och enkätundersökningar riktade till musiklinjeansvariga tecknas en bild av det utbildningslandskap där folkhögskolelinjerna i musik är en del. Genom etnografiskt fältarbete av de mest prestigefyllda jazzlinjerna och deras musikauditions, undersöks hur det går till när urvalet till de dominerande linjerna sker. Resultaten visar hur musiken vuxit till att bli den volymmässigt största inriktningen bland folkhögskolornas särskilda linjer och hur de är att betrakta som intermediärt positionerade i det svenska utbildningslandskapet i musik. Musiklinjerna visar sig hierarkiskt organiserade mellan högt och lågt och differentierade mellan elit- och massutbildningar. Argumentet framförs att man kan betrakta tillgångar i musik som en särskild kapitalform, vad som i avhandlingen benämns ett musikkapital, vilket gradvis differentieras och blir beroende av genrespecifika erkännanden. Selektionen till musiklinjerna i jazz präglas av en serie spänningsförhållanden mellan tradition och förnyelse, teknik och känsla, regelföljande och regelbrott samt mellan institutionella och karismatiska värderingspraktiker.
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| 8. |
- Nordvall, Henrik, 1977-
(författare)
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I skärningspunkten mellan det globala och det lokala : Tolkningsprocesser och koalitionsbyggande i organiseringen av lokala sociala forum
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- World Social Forum, and the worldwide appearance of regional, national and local Social Forums (SF), is an important part of the movement for global justice. The aim of this thesis is to explore how the SF as a global phenomenon is interpreted and staged locally in Sweden. Central questions are: What local meanings are given to the SF phenomenon when it is introduced and organized in a local context? What relations are created between the various actors in this organizational process in terms of coalitions and power relations? How do the SFs relate to the Swedish institutionalized popular adult education? These questions are explored in the four articles on which this thesis rests. Ethnographic field studies of local organizational processes constitute the empirical basis of theoretically informed hermeneutic interpretations. A neo-gramscian perspective is used to analyze the SF as a potentially counter-hegemonic popular education phenomenon. This perspective has been complemented by mainly two theoretical concepts, that is, framing and symbolic capital. Results demonstrate how the emergence of SFs in Sweden is characterized by a widespread desire among various activists and organizations to build coalitions. In the establishment of SFs the institutionalized popular adult education play both the role of a source of economic and material resources and of being a link between various organizations. However, in the wide and formally open organizational process, specific distinctions and hierarchies arise that might neutralize the SF’s ideological impact and its potential for counter-hegemonic coalition construction. Finally, a Swedish academic debate on the concept of “folkbildning” (popular adult education) is addressed. It is argued that there is a need to widen the scope of this debate to more frequently focus on global (popular) educational phenomena (such as the social forums) in research on “folkbildning”, and not only pay attention to “typical” national or Nordic institutions and traditions.
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