Demarcating Popular Education with Government Subsidies: Sweden 1911–1991
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—emph...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Samuel Edquist [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Dänisch ; Englisch ; Norwegisch ; Schwedisch |
| Erschienen: |
2015 |
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| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Nordic Journal of Educational History - Umeå University, 2015, 2(2015), 1 |
|---|---|
| Übergeordnetes Werk: |
volume:2 ; year:2015 ; number:1 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.36368/njedh.v2i1.45 |
|---|
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DOAJ041855205 |
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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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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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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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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">DOAJ041855205</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230308052938.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230227s2015 xx |||||o 00| ||dan c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.36368/njedh.v2i1.45</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ041855205</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJdd7da3b07df74cc9b7ab16ff4ed895ab</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">dan</subfield><subfield code="a">eng</subfield><subfield code="a">nor</subfield><subfield code="a">swe</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LA5-2396</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Samuel Edquist</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Demarcating Popular Education with Government Subsidies: Sweden 1911–1991</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2015</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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. 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