Paradoxes of Solidarity: Democracy and Colonial Legacies in Swedish Popular Education

Dahlstedt, Magnus; Nordvall, Henrik

doi:10.1177/0741713610380445

Cited by 20 publications

(6 citation statements)

References 21 publications

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“…Not limited to intercultural education alone, postcolonial theorists have pointed out that Eurocentrism and cultural supremacy have produced a sense among Westerners, inside as well as outside educational settings, that they live in the centre of the world, have a responsibility to help others, and that ‘people from other parts of the world are not fully global’ (Spivak, , p. 23). Such colonial echoes in Western strivings toward global solidarity have been uncovered in, among others, popular education (Dahlstedt & Nordvall, ), international education (Hughes, ), and feminist movements (Mohanty, ).…”

Section: Discussionmentioning

confidence: 99%

In the name of interculturality: on colonial legacies in intercultural education

Aman

2014

British Educational Res J

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This essay scrutinises the ways in which students who have completed a university course on interculturality distinguish between sameness and otherness in attempts to integrate, relate to, and build a bridge to those deemed culturally different. It makes use of interviews to analyse the factors that shape the interpretation of otherness and difference in the students' definitions of interculturality, as well as their statements about the relationships between us and them, and descriptions of instances of learning and teaching that have taken place between parties in different parts of the world. Theoretically, the essay is based on a postcolonial framework, highlighting the continuing influence of colonialism and Eurocentric ways of reasoning inside as well as outside the classroom in today's society. One of the main conclusions of the essay is that in the process of transferring knowledge, there is a risk that the history of modern Europe will be sanctioned as the historical trajectory for the rest of the world to follow, with the accompanying supposition that this can only be made possible by extending a helping hand to the Other.

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Section: Discussionmentioning

confidence: 99%

In the name of interculturality: on colonial legacies in intercultural education

Aman

2014

British Educational Res J

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“…Pauls förvirring kring "dubbelspår till u-land" är en annan. Fenomenet kan beskrivas som en "solidaritetens paradox" (Nordvall & Dahlstedt, 2009;Dahlstedt & Nordvall, 2011) eller som ett tillstånd av att vara "in-and-against" (jfr LEWRG, 1979;Crowther & Martin, 2009;Von Kotze & Walters, 2017: Mayo, 2005Mueller, 1988;McLaren, Martin, Farahmandpur & Jaramillo, 2004) -att vara både i och emot en transnationell folkbildning för global rättvisa, som verkar på premisser för global orättvisa; i ett innanförmotstånd, som är olika villkorat beroende på varifrån det kan göras, i vilken tid och av vem.…”

Section: Att Forska Om Transnationellt Engagemang För Utvecklingsfrågunclassified

“…Edquist, 2009;Maliszewski, 2008;Leppänen, 2011;Nordvall, 2013). Detta har bland annat uttryckts via skapandet, i folkbildande praktiker, av en svensk nationell självbild som modernt och i framkant, i kontrast till den bakåtsträvande "andra" (Dahlstedt & Nordvall, 2011). Den nordiska folkbildningen har också studerats utifrån sin medborgarfostrande roll och styrande funktion gentemot de breda folklagren.…”

Section: Berättelser Från Förrunclassified

Folkbildning i global (o)rättvisa : Makt och motstånd i folkhögskolans internationalisering och transnationella kurser

Wiklund

2019

Linköping Studies in Behavioural Science

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especially like to thank Sofia Nyström, Louise Malmström and Song-Ee Ahn for all your very valued help and support. And, of course, my greatest appreciation to my dear "academic sisters" from the same PhD student cohort: Helena Colliander, Lina Rahm and Daphne Arbouz, and also Eleonor Bredlöv Eknor from the cohort before us. Thank you, not only for your intelligent feedback and readings, but also for all our deep conversations, silly joking and loving friendships. Without your company, I would never had made it through. I am very grateful to other friends and colleagues within academia for all the work you have put into reading, commenting and encouraging the work on this thesis. Thank you Annika Pastuhov,

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“…96 Keskinen et al (2009). 97 ; Dahlstedt och Nordvall (2011); jmf Osman (1999). 98 Hübinette och Lundström (2014).…”

Section: Slutdiskussionunclassified

(Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–1969

Wiklund

2018

Nord J Educ Hist

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(Inter)nationalist Popular Education: Security Policy, Nationalism and Advocacy in the Swedish Folk High Schools’ Action on Development Issues 1950-1969Folk High Schools in Sweden have a long history of engaging internationally, especially as regards courses on development studies (u-landslinjer) that emerged in the late sixties. The purpose of this article is to track some of the discourses about internationalisation, development and aid that preceded those courses, as well as to scrutinise ideas of the role of the Folk High School (folkhögskola) in the emerging field of development aid. Analysing material from Tidskrift för svenska folkhögskolan (Journal of the Swedish Folk High School) between 1950 and 1969, the study shows that the discourse on internationalism takes its starting point from an already established nationalism and nordism. National security also arises as an argument for engaging in development issues. The analysis also shows that there is a shift in the role of the Folk High School in the evolving development work; from “helping” to “advocating.” The results raise questions about how we can understand today’s Folk High School courses on global development against the background of the debates of the fifties and sixties.

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Paradoxes of Solidarity: Democracy and Colonial Legacies in Swedish Popular Education

Cited by 20 publications

References 21 publications

In the name of interculturality: on colonial legacies in intercultural education

In the name of interculturality: on colonial legacies in intercultural education

Folkbildning i global (o)rättvisa : Makt och motstånd i folkhögskolans internationalisering och transnationella kurser

(Inter)nationalistisk folkbildning: Säkerhetspolitik, nationalism och opinionsbildning i den svenska folkhögskolans mobilisering för utvecklingsfrågor 1950–1969

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