| 1. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
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Tidskriftsartikel (refereegranskat)abstract
- 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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| 2. |
- Nicoll, Katherine, et al.
(författare)
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Citizen Formation : Beyond Educational Practice and Policy
- 2010
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Ingår i: 38th Annual Conference of the Nordic Educational Research Association. - Malmö : Nordic Educational Research Association (NERA).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Nicoll, Katherine, et al.
(författare)
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Opening discourses of citizenship education : A theorization with Foucault
- 2013
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Ingår i: Journal of education policy. - London : Routledge. - 0268-0939 .- 1464-5106. ; 28:6, s. 828-846
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Tidskriftsartikel (refereegranskat)abstract
- We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. © 2013 Taylor & Francis.
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| 4. |
- Olson, Maria, 1969-, et al.
(författare)
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Citizenship discourses : production and curriculum
- 2015
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Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 36:7, s. 1036-1053
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen and a self-responsible “free” citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.
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| 5. |
- Olson, Maria, 1969-, et al.
(författare)
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The formation of the willing citizen : Tracing reactive nihilism in late capitalist adult education
- 2018
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 50:1, s. 95-103
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Tidskriftsartikel (refereegranskat)abstract
- The role of education in citizen training has been well mapped out in youtheducation. What has been less studied is how this role comes into being inadult education. By providing illustrative empirical examples from a recentlycompleted study of adult students enrolled in adult education, this articleaims to offer a theoretical response to the question of the role of adulteducation in adult student citizen subjectivity formation. Taking on Diken’sconcept of ‘reactive nihilism’, we wish to make the following arguments. First,that citizen formation in adult education, when students are asked aboutit, is actualised as processes of re(dis)covery of will in order to be(come) asuccessful and happy citizen in society. Secondly, that these processes pointtowards a role of adult education as one where these formation processeswork in tandem with those of the reactive nihilists. This means that the citizenformation processes made possible in this educational site are those markedout by the desire to mobilise one’s will formation so that it adapts to theprevailing societal situation—that of late capitalism, which is a situation notconsidered by the adult students as possible to change.
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| 6. |
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| 7. |
- Sandberg, Fredrik, et al.
(författare)
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Adult education as a heterotopia of deviation : a dwelling for the abnormal citizen
- 2016
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Ingår i: Adult Education Quarterly. - : Sage Publications. - 0741-7136 .- 1552-3047. ; 66:2, s. 103-119
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Tidskriftsartikel (refereegranskat)abstract
- We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.
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