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  • 1.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Arts and Sciences.
    Osman, Ali
    AFI-WRI, Norway.
    Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden2008In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 59, no 1, p. 42-60Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and analyze how recognition of prior learning acts as a dividing practice and a technique for inclusion/exclusion of immigrants in their vocations in Swedish working life. It is a qualitative study of three pilot programs in Swedish urban centers, and the data consist of interviews, and documents pertaining to these programs. The theoretical starting point of the analysis is three Foucauldian concepts: order of discourse, dividing practice, and technology of power. The results show how recognition of prior learning acts as a dividing practice; in the process of recognition, the targeting of certain vocations for assessment, the de-grading of competence in the process, and the differing opportunities vis-à-vis further training and the labor market, are part of the process of inclusion/exclusion in/from the “orders” of the labor market. Technologies of power – surveillance, observation, and examination – are part of this process.

  • 2.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Paradoxes of Solidarity: Democracy and Colonial Legacies in Swedish Popular Education2011In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 61, no 3, p. 244-261Article in journal (Refereed)
    Abstract [en]

    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.

  • 3.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The Anglophone International(e): A Bibliometrical Analysis of three Adult Education Journals, 2005-20122014In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 64, no 3, p. 222-239Article in journal (Refereed)
    Abstract [en]

    Research funding, promotions, and career trajectories are currently increasingly dependent on the emerging economy of publications and citations across the globe. Such an economy encourages scholars to publish in international journals that are indexed in databases such as Scopus and Web of Science. These developments place an increased emphasis on the question of who is allowed to publish in the journals listed there and whose research counts as valuable. Based on bibliographic data from articles submitted to three main journals in the field of adult education research between 2005 and 2012, we scrutinize the extent to which the emerging economy of publications and citations is dependent on national and regional boundaries. Our results show how four Anglophone countries dominate the field in relation to both published articles and the share of most cited articles and where the publication pattern of these authors are national and regional rather than international.

  • 4.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wieslander, Malin
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    When Gender Training Backlashes: Participants’ Resistance and the Fragility of Commonsensical Feminism2019In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 69, no 3, p. 207-224Article in journal (Refereed)
    Abstract [en]

    Feminist educators often encounter different forms of resistance from both maleand female participants. This article uses a neo-Gramscian theoretical perspective todiscuss the importance of considering this resistance when analyzing the relationshipbetween pedagogical design and outcomes. The study draws on survey data andparticipant observation from a case study of a workshop designed to raise awarenessof gender issues. The results from a before-and-after survey show that the workshophad the opposite effect to the one intended in terms of changes in the participants’perceptions of gender. Having a “failed case” as the center of attention, the articlesheds light on the fragility of mainstream discourse on gender equality and thedilemmas of engaging in a struggle over common sense.

  • 5.
    Pastuhov, Annika
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult Education and the Formation of Citizens: A Critical Interrogation2019In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 69, no 2, p. NP14-NP15Article, book review (Other academic)
    Abstract [en]

    n/a

  • 6.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Olson, Maria
    Dalarna University, Falun; Stockholm University, Stockholm; Skövde university, Skövde, Sweden .
    Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.   

1 - 6 of 6
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