| 1. |
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| 2. |
- Berg, Anne, et al.
(author)
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The History of Educational Finance
- 2015
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In: Nordic Journal of Educational History. - Umeå. - 2001-9076 .- 2001-7766. ; 2:1, s. 3-22
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Journal article (other academic/artistic)
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| 3. |
- Berg, Anne
(author)
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The State and the Rise of a Continuous Popular Educational Sphere in Sweden c. 1870s–1910s
- 2015
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In: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:1, s. 49-72
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Journal article (peer-reviewed)abstract
- The age of imperialism, from the 1870s to the 1910s, saw the rise of a popular educational sphere in Sweden as well as in the rest of Europe. This sphere was characterised by an incomparable institutional growth and continuity. In earlier research, the growth of popular education has often been explained as a consequence of class-politics and the formation of a civil society. In this article I argue that another explanatory factor needs to be inserted in the overall historical narrative in Sweden, namely the material pre-conditions of the organisations that rose to stability and especially the economic grants offered by the industrial state. In fact, this study shows how the growth of the sphere and state grants to institutions such as folk high schools and lecture-societies went hand in hand. Furthermore it is shown how the share of public funding from the central bureaucracy as well as the local institutions of government successively became the dominant sources of income for folk high schools and lecture-societies. Thus, the article argues that the economic role of the state was a crucial factor for the rise of a continuous popular educational sphere.
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| 8. |
- Edquist, Samuel, 1973-
(author)
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Demarcating Popular Education with Government Subsidies : Sweden 1911–1991
- 2015
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In: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:1, s. 73-96
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Journal article (peer-reviewed)abstract
- 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 argument 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 formed real organisational structures with their own logic, which cannot be denoted by words such as non-formal adult education.
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| 9. |
- Egedal Andreasen, Karen, et al.
(author)
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Educating for Peace : The Role and Impact of International Organisations in Interwar and Post-War Danish School Experiments, 1918–1975
- 2015
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In: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:2, s. 3-25
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Journal article (peer-reviewed)abstract
- In the aftermath of the two world wars, strong international networks and organisations manifested themselves with promotion of peace through education on their agenda. Danish pedagogical experiments and experimental schools were strongly influenced by these trends and played a role in subsequent school practices and policies. Drawing on the notions of “the transnational” and “trading spaces” as well as the theoretical concepts of transfer, translation, and transformation, this article addresses the following research question: How were international ideas, knowledge and practice of promoting peace through education transferred, translated, and transformed in Danish school experiments in interwar and post-war scenarios? In exploring this question, the article uses transnational and Danish archival sources as well as journals and reports linked to the Danish progressive education movement. Thus, the article contributes to our understanding of the entanglements of educational ideas and to how trends of internationalisation and globalisation work.
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