| 1. |
- Arriaza Hult, Maria, 1990-
(författare)
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Party Education as Mobilisation : Framing education in Swedish and Spanish political parties of the left
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to contribute knowledge of how five movement-related left parties in Sweden and Spain formulate education for their members. By analysing (i) the Swedish Social Democratic Workers’ Party, (ii) the Swedish Left Party, (iii) the Spanish Social Democratic Workers’ Party, (iv) the Spanish United Left and (v) the Spanish Podemos, the study interprets how organised educational activities are formulated and motivated with the aim to instigate member engagement. The analysis builds on interviews with leading party representatives and study leaders, study and course materials, and other official documents, which steer how the parties organise their education. With a framing perspective as a theoretical itinerary, the study emphasises parties' education as a setting where meaning is formulated to initiate collective action. The four included papers stress and discuss how educational material is formulated and how the parties perceive and motivate organised party education. Papers 1 and 2 analyse text materials and shows how educational materials establish narratives that invites the members to become active in the parties. Even though the educational narrative is welcoming, the study materials also reinforce frames of how to be schooled into becoming an ideal party member. Papers 3 and 4 study interview materials and suggest that member education is interpreted as something that strengthens parties’ movement relations, provides useful training, opens up a space for political reflection, and constructs a feeling of community within the parties. The dissertation emphasises that these five movement-related left parties perceive their educational activities as settings that create relations between the party and its members. Applying the framing perspective to the understudied educational practices that transpire in parties contributes to deepening the theoretical understanding of how education can be formulated in relation to its bearing on creating collective identities.
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| 2. |
- Backius, Stefan, et al.
(författare)
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ABF och radikaliseringens vågor
- 2015
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Ingår i: Arbetarhistoria. - : Arbetarrörelsens arkiv och bibliotek. - 0281-7446. ; 153-154:1-2, s. 30-41
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Bjursell, Cecilia, et al.
(författare)
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Inledning
- 2016
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Ingår i: Folkbildningens frihet och värde. - Stockholm : Folkbildningsrådet. - 9789188692610 ; , s. 7-22
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Bladh, Daniel, 1980-
(författare)
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Didaktiska val i partidemokratin : Om partiskolning och lärande i politiken
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med avhandlingen är att undersöka de överväganden och skäl som ligger bakom didaktiska val som fattas när utbildning organiseras för partipolitiskt aktiva personer. De anordnare som främst står i fokus för avhandlingen är de nationella partiorganisationerna medan den kommunala förvaltningen fungerar som en kon-trastpunkt. Avhandlingens teoretiska perspektiv utgörs av vuxendidaktik samt av ett analytiskt schema där politiska partier förstås som strategiska aktörer. Det didaktiska kunskapsintresset riktar sig främst mot det politiska systemet, partierna som aktörer samt de egna partimedlemmarna. Det är kvalitativ forskning som ligger till grund för de specifika studier som avhandlingen omfattar. Det empiriska materialet har genererats genom kvalitativa forskningsintervjuer, insamling av olika typer av dokument samt omfattande kartläggning.Avhandlingen utgör en sammanläggningsavhandling som omfattar fyra artiklar. Artikel I analyserar organisering av partiskolning som verktyg för nationella partiorganisationer. Artikel II lyfter fram fostransprocesser som de nationella partiorganisationerna söker främja genom organisering av partiskolning riktat till partimedlemmar och lokalföreningar. Artikel III lyfter blicken gentemot det politiska systemet och visar hur partiskolning både kan påverka och påverkas av hur olika partifunktioner utövas. Artikel IV tar sikte på den utbildningsverksamhet som genomförs i svenska kommuner och lyfter fram tre tankelinjer som uttryck för hur de kommunala anordnarna resonerar kring och motiverar den utbildning som de erbjuder till lokala folkvalda. Sammantaget bidrar avhandlingen med kunskap om vad som sker i mötet mellan utbildning och partidemokratin. Påverkan och fostran lyfts fram som två centrala skäl bakom de didaktiska val som fattas av de nationella partiorganisationerna vid organisering av partiskolning. Hur de nationella partiorganisationerna motiverar och resonerar kring den utbildningsverksamhet som de organiserar diskuteras i samband med samlingsbegreppen personer, process och platsen. Avhandlingen visar också hur partiskolning innehar en strategisk potential för partierna. Organisering av utbildningsverksamhet i politiska partier och kommuner kan även påverka konstruktionen av deltagarnas demokratiska kompetens, vilket kan spela roll för hur partimedlemmarnas aktiva medborgarskap kommer till uttryck.
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| 6. |
- Bladh, Daniel, 1980-, et al.
(författare)
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Lines of Reasoning When Designing Education for Municipal Councillors in Sweden
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 67:1, s. 113-125
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Tidskriftsartikel (refereegranskat)abstract
- Although elected representatives play an imperative role for the functioning of a formal democracy, educational research has so far not given much attention to the education and training offered to this group of people. A democratic dilemma may arise in the design and organisation of this education that relate to local governance and policy processes. This paper investigates introductory education that Swedish municipalities offer to municipal councillors and explore the reasons behind its design. The study draws on a comprehensive set of empirical material, consisting of educational programmes from 261 Swedish municipalities and interviews with municipal representatives. The results suggest three different lines of reasoning, denoted system-oriented, relationship-oriented, and market-oriented lines, behind the design of this education. The importance of these results can be considered in relation to previous findings that a strained relation exist between elected representatives and local administrations in Sweden.
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| 7. |
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| 8. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Folkbildning i (av)koloniseringens skugga : Demokrati, nationella mytologier och solidaritetens paradoxer
- 2009
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 18:3, s. 29-47
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden and among Swedish popular movements, there has long been a great willingness to share experiences from establishing the “Swedish model” of welfare and democracy with countries in other parts of the world. In this sharing of experience, popular adult education has played an important role. Over the years, there have also been several attempts to spread the “Swedish model” of education of this kind, i.e. study circles and folk high schools. Here, we analyse a large-scale project to establish Folk Development Colleges (FDCs) in Tanzania in the 1970s and 1980s, focusing on the ways in which Swedish popular adult educators have described the project. In theoretical terms, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions drawn is that, in the process of “exporting” the idea of popular adult education around the world, there is an ongoing formation of national self-images in contrast to images of “the Other”, involving a constant risk of reproducing ideas from a colonial past.
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| 9. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Paradoxes of Solidarity : Democracy and Colonial Legacies in Swedish Popular Education
- 2011
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Ingår i: Adult Education Quarterly. - : Aaace -- American Assoc for Continuing Education. - 0741-7136 .- 1552-3047. ; 61:3, s. 244-261
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Tidskriftsartikel (refereegranskat)abstract
- Over the years, there have been several attempts to spread the “Swedish model” of popular education, i.e. study circles and folk high schools, to countries in other parts of the world. In this article, we analyze the large-scale project of establishing Folk Development Colleges (FDCs) in Tanzania in the 1970s and 1980s, by emphasizing the ways in which Swedish popular educators have described the FDC project. Theoretically, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions in the article is that in the process of “exporting” the idea of popular education to other parts of the world, there is an on-going formation of national selfimages in contrast to images of the Other, where there is a constant risk of reproducing ideas from a colonial past.
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| 10. |
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