A short introduction to research on the Nordic folk high schools

Lövgren, Johan; Nordvall, Henrik

doi:10.18261/issn.1891-5949-2017-02-01

Cited by 17 publications

(10 citation statements)

References 9 publications

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“…1259. Rétt er þó að nefna að hugmyndin um að allir norraenir lýðháskólar hafi verið stofnaðir á sama grunni hefur verið dregin í efa (Lövgren og Nordvall, 2017) og bent í því sambandi á að fyrstu lýðháskólarnir í Svíþjóð hafi verið stofnaðir án vitneskju um danska módelið (Gustavsson, 2010).…”

Section: Danmörk Noregur Svíþjóð Og Finnlandunclassified

“…Í hugmyndafraeðinni, sem gjarnan hefur verið kennd við danska prestinn Grundtvig, fólst annars konar nám og menntun en hið hefðbundna bóknám. Leggja átti áherslu á hið talaða orð, umraeður og rökraeður til að búa fólk undir þátttöku í lýðraeðislegu samfélagi og ekki átti að láta nemendur þreyta próf (Lövgren og Nordvall, 2017). Fram hefur komið að lýðháskólarnir náðu fljótt fótfestu og breiddust út um Norðurlönd en festu þó ekki raetur með sama haetti á Íslandi og hefur tilkoma héraðsskólana verið nefnd sem ein möguleg skýring á því (Jón Torfi Jónasson, 1999;Loftur Guttormsson, 2008).…”

Section: Umraeða Og Lokaorðunclassified

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Aðdragandi, tilurð og inntak íslenskrar löggjafar um lýðskóla

Antonsdóttir

Þorsteinsdóttir

Ólafsdóttir

2022

TUUOM

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Um miðja nítjándu öld komu fram í Danmörku hugmyndir um annars konar nám en hefðbundið bóknám fyrir ungmenni landsins. Á grunni þeirra voru stofnaðir skólar í Danmörku sem nefndir voru lýðháskólar. Breiddust þeir hratt út á Norðurlöndum en festu ekki rætur á Íslandi með sama hætti. Samt sem áður hefur hugmyndafræði lýðháskólanna lifað hér á landi. Hafa tveir skólar verið stofnaðir á grunni hennar á undanförnum árum og sumarið 2019 gengu í gildi hér á landi lög um lýðskóla. Markmið greinarinnar er að varpa ljósi á aðdraganda, tilurð og inntak laganna. Fjallað er um hugmyndafræðilegan bakgrunn og sögu lýðháskólanna og gerð grein fyrir lögum sem um þá gilda í Noregi og Danmörku. Helstu ályktanir höfunda eru þær að lög um lýðskóla á Íslandi marki tímamót því með þeim fá skólarnir formlega lagalega viðurkenningu að uppfylltum skilyrðum. Á hinn bóginn geti það skapað rekstrarlega óvissu að opinber stuðningur til þeirra skuli ekki vera tryggður með lögum.

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Section: Danmörk Noregur Svíþjóð Og Finnlandunclassified

Section: Umraeða Og Lokaorðunclassified

Aðdragandi, tilurð og inntak íslenskrar löggjafar um lýðskóla

Antonsdóttir

Þorsteinsdóttir

Ólafsdóttir

2022

TUUOM

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“…In the following decades, folk high schools were established in Norway (1864), Sweden (1868), and Finland (1889. While there are many differences among the various educational institutions in the Nordic countries, common denominators include a focus on self-directed learning without degrees, informal relationships between teachers and students, and the prevalence of boarding schools (Bagley & Rust 2009;Lövgren & Nordvall 2017). Additionally, many folk high schools offer art courses.…”

Section: What Is the Swedish Folk High School?mentioning

confidence: 99%

“…Additionally, many folk high schools offer art courses. In contrast to their Swedish counterparts, which were founded with a "social and democratic perspective" (korsgaard 2002:11), the Danish, Norwegian, and Finnish folk high schools, founded in the 19th century, had a focus on national identity due to the countries' geopolitical history of wars and unions (Lövgren & Nordvall 2017).…”

Section: What Is the Swedish Folk High School?mentioning

confidence: 99%

Arrival to a fictional total institution

Fürst

2022

SoFo

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Arrivals have an unexplored significance as a phenomenon in sociology. This article studies depictions of arrivals to art education courses at Swedish folk high schools in fiction. These arrivals are liminal transitions between two states, warranting personal change, either being the solution to a previous problem or creating a problem (to be solved). Many spaces in society have lost their status as total institutions physically and symbolically detached from the rest of society. The rarity of and desire for totalizing milieus create possibilities for self-exploration and self-development in characters, enabling authenticity and revealing truths of social life. The depiction of the folk high school as a total institution of isolation and a liminal space for change is effective in (re-)producing cultural images of the folk high school and as a literary device to contain characters and develop conflicts that arise from the milieu. At the same time, these arrival stories demonstrate the importance of liminality in arrival and suggest that arrival be studied as a general phenomenon to uncover hidden facets of institutionalized social life.

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“…Popular education has a long history in Sweden, as well as in the other Scandinavian and Nordic countries (Lövgren & Nordvall, 2017). In Sweden, this history dates back to the mid-1800s, starting with the creation of the first FHS in 1868, the creation of public libraries as well as state funded 'public lectures' for the broad layers of the population (Larsson, 2013).…”

Section: The Educational Context Of Youth Recreation Leadership In Swmentioning

confidence: 99%

Shaping the democratic, relational, and reflective youth recreation leader

Ruschkowski

Dahlstedt

Fejes

2019

International Journal of Lifelong Education

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Youth recreation centres have been a key institution in providing young people with meaningful activity after school, going back to the midtwentieth century in Sweden. These centres have been the focus of research, but very few studies have paid attention to the youth recreation leader, the person working in these centres. In this article, we direct our focus towards youth recreation leaders by analysing how a discourse on the ideal youth recreation leader takes shape through policy, how it operates, and with what effect. We are inspired by the work of Foucault in understanding discourse, power, and subjectivity. Our analysis illustrates how a democratic, relational, and reflective ideal youth recreation leader is shaped and fostered through current policy discourses in Sweden. Such a subjectivity emerges through technologies of power and the self, of which the confession is one. Through the confession, the youth recreation leader is simultaneously governed and governs othersthe conduct of conduct. The case presented here can tell us more about the way in which governing operates in contemporary society.

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A short introduction to research on the Nordic folk high schools

Cited by 17 publications

References 9 publications

Aðdragandi, tilurð og inntak íslenskrar löggjafar um lýðskóla

Aðdragandi, tilurð og inntak íslenskrar löggjafar um lýðskóla

Arrival to a fictional total institution

Shaping the democratic, relational, and reflective youth recreation leader

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