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  • 1.
    Andersson, Per
    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.
    Bernhard, Dörte
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolor, funktionsnedsättningar och specialpedagogik2015Conference paper (Other academic)
    Abstract [sv]

    Detta paper presenterar kvantitativa resultat från en kartläggning av folkhögskolans deltagargrupper över tid 1997-2013 vad gäller deltagare som kategoriserats i olika funktionshinderområden, och från en enkät till landets folkhögskolor kring hur de arbetar med och ser på lärmiljön i relation till olika funktionsnedsättningar hos deltagarna.

  • 2.
    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.
    Adult education and learning: a pluralistic research field?2019In: Mapping out the research field of adult education and learning / [ed] Andeas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 119-137Chapter in book (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this chapter, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the chapter by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

  • 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.
    Characterizing the field of research on the education and learning of adults: A content analysis of three adult education journals2014Conference paper (Other academic)
  • 4.
    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.
    Defining the field of research on the education and learning of adults: A bibliometric and content analysis of three adult education journals 2005-20122013In: 7th triennial conference of ESREA, 2013Conference paper (Refereed)
    Abstract [en]

    This paper is an attempt to characterize the field of research on the education and learning of adults. Characterizing a research field includes the (re)construction of scientific borders, processes that is based on inclusion and exclusions including research themes, objects methodologies and theories. Our intention here is to “objectify” this field of research through a content analysis of three key research journals active within the field, Adult Education Quarterly (AEQ), International Journal of Lifelong Education (IJLE), and Studies in Continuing Education (SICE). By gathering aggregated statistics based on publications between the years 2005-2012 focusing on aspects such as authorship in terms of geography and gender, distribution of citations, the most popular research objects, methodologies and theories, we hope to characterize some of the reoccurring themes and approaches, as well as encourage debate and discussions about what research on the education and learning might be about. In the paper, we treat the different approaches and contributions as productive forces in order for a field to come into existence, be legitimised, and acknowledged as a field in which one would like to engage in (cf. Foucault, 1980, Bourdieu, 1988). Ultimately, different characterizations and descriptions of the field need to be made available in order to open up possibilities for the field to become something different than what it is.

  • 5.
    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.
    Folkbildningsforskning på engelska: En bibliometrisk analys av det vuxenpedagogiska forskningsfältet2013Conference paper (Other academic)
  • 6.
    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.
    How pluralistic is the research field on adult education?: Dominating bibliometrical trends, 2005-20122015In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 6, no 2, p. 103-123Article in journal (Refereed)
    Abstract [en]

    What the field of adult education research is and how it can be described has been a debated issue over the decades. Several scholars argue that the field today is heterogeneous, borrowing theories and methods from a range of disciplines. In this article, we take such statements as a starting point for empirical analysis. In what ways could it be argued that the field is pluralistic rather than monolithic; heterogeneous rather than homogenous? Drawing on bibliographic data of the top cited articles in three main adult education journals between 2005 and 2012, we illustrate how the citation patterns have tendencies of homogeneity when it comes to the geographical country of authorship, since the USA, UK, Australia and Canada dominate, as well as the research methods adopted, since qualitative approaches have near total dominance. Furthermore, there is a tendency to adopt similar theoretical approaches, since sociocultural perspectives, critical pedagogy and post-structuralism represent more than half of the articles in our sample. At the same time, the results of our analysis indicate signs of scholarly pluralism, for instance, in terms of authorship, since both early career researchers and established researchers are represented among the top cited publications. We conclude the article by arguing that empirical analysis of publication and citation patterns is important to further the development of reflexivity within the field, not least for early career researchers, who might benefit from knowledge about what has been recognized among peers as worth citing in recent times.

  • 7.
    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.
    Introduction: Mapping the Research Field on Adult Education and Learning2019In: Mapping out the Research Field on Adult Education and Learning / [ed] Andreas Fejes & Erik Nylander, Springer, 2019, 1, p. 3-13Chapter in book (Refereed)
    Abstract [en]

    If the framing and composition of research fields are never fully fixed or saturated (Abbott 1995; Gieryn 1983), this is a particularly salient feature of the research field that deals with the education and learning of adults. Not only is the research question of adult education and learning approached from a multitude of academic disciplines – such as sociology, psychology and education – the very concepts that are used to denote this field have also undergone important changes. Such conceptual changes are visible, for instance, in the recent development whereby the model of adult education and Bildung came to be partly replaced by the notion of lifelong learning. In Europe, lifelong learning gained prominence in the policy area with the year of Lifelong Learning in 1996 and then the Memorandum on Lifelong Learning, published by the European Commission (2001), which positions lifelong learning as a central policy concept in the realisation of the Commission’s strategies. As a policy preoccupation, lifelong learning supersedes concepts of adult education (Lindeman 1926) and lifelong education (Faure 1972). The shift from focusing on education to speaking about learning is important to address in research, because it marks out a new way of conceptualising the education and learning of adults in terms of the why, the how, the what, the when and the where questions. These policy changes can also be identified within research and, particularly, in how the research field on the education and learning of adults is defined and delimited (see Chaps.  2 and  3). Thus, while it is clear that the research field of adult education and learning undergoes changes over time and is quite diverse in terms of the current choice of theories, research objects, methodologies and so on, little is known empirically about its current “state of affairs” and how it can be mapped out and characterised scientifically.

  • 8.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, ErikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mapping out the research field of adult education and learning2019Collection (editor) (Refereed)
    Abstract [en]

    This book discusses the current state of the art in research on the education and learning of adults, and how such research has been transformed through contemporary policy and research practices. Gathering contributions from leading experts in the field, the book draws on previous research, as well as new findings in order to provide a map of this research field and its contemporary history. 

    The chapters address a number of questions, including: What constitutes this research field? What theories and methodologies dominate within the field? What “invisible colleges” are active in shaping this academic field, in marking out its contours and in transforming its contemporary battle zones? Who is publishing in the field and who is deemed worth citing? What is the relationship between the shift in state policy on adult education and the research that is conducted on the education and learning of adults? How has the research field changed over time in various western countries? What do these meta-reflections of the field tell us about possible future research endeavours? 

    Rather than speaking from within the field, this is a book about the research field. The diversity of the chapters provide a fascinating resource for anyone interested in research on the education and learning of adults.  

  • 9.
    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.
    Some dominating methodological and theoretical trends in adult education research2015In: Lifelong Learning in Europe, ISSN 1239-6826, no 1Article in journal (Other academic)
  • 10.
    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 bibliometric analysis of three adult education journals 2005-20122013Conference paper (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.

  • 11.
    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.

  • 12.
    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): How the emergent economy of publications and citations governs research2014Conference paper (Other academic)
  • 13.
    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 economy of publications and citations and the anglophication of educational research2014In: European Educational Research Conference (ECER), University of Porto, Porto, Portugal, September 2-5, 2014, 2014Conference paper (Refereed)
  • 14.
    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 politics of publications and citations: a cross country comparison2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 99-115Chapter in book (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 this chapter firstly focus on the politics of indexation, i.e. what is being indexed in the main database Web of Science in terms of country of origin of journals and in terms of publication language. Secondly, we focus on the politics of scholars gatekeeping, i.e. what is the institutional affiliation of the editors and editorial board members in some key adult education journals, and thirdly, who is publishing in these adult education journals and who is being picked up and cited. Our results show, e.g., 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. Anglophone countries also dominate in terms of indexation, as well as scholars gatekeeping.

  • 15.
    Fürst, Henrik
    et al.
    Sociologiska institutionen, Lärare och forskare, Uppsala Universitet.
    Levelius, Sanna
    Nordiska Folkhögskolan .
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Kulturell bildning i folkhögskolans regi: Deltagare och lärare på estetiska profilkurser2018Report (Other academic)
    Abstract [en]

    Some of the most prominent educational institutions within art and culture in Sweden are the folk high schools. Of the 154 folk high schools across the country, most offer aesthetic programs at the post-compulsory educational level, specializing in music, fine art, handicrafts, performing arts or creative writing. The number of students engaged in aesthetic programs has almost doubled over the last twenty years, from approximately 4 000 individuals in autumn 1997, to more than 7 000 autumn 2016. Despite the increasing popularity, nation-wide reach and great variety of courses, there are few systematic studies and evaluations of the role of these programs within the ”cultural ecosystem” in Sweden.

    In this evaluation report, we outline the ways in which the courses at the folk high schools relate to the overall educational system and labour market, how they are active in cultivating artistic abilities and talent and provide employment possibilities for hundreds of teachers who themselves also may act as cultural workers. Through qualitative and quantitative research methods, we study the social composition and vocational orientation of the aesthetic teachers as well as the educational trajectories of the participants and their transitions from education to work.

    The first part of the report provides an in-depth account of the participants’ backgrounds, school choices as well as the recruitment and selection processes of the schools. We find that the participants originate from families with relatively high educational merits. This pattern is particularly salient for the participants who specialize in music, creative writing, and the performing arts. The inherited educational resources tend to be more concentrated among the participants’ mothers rather than their fathers, a development that has been accentuated over the last two decades.

    The participants report three main reasons for their choice of studying at folk high schools. They cite making a break from their previous lives (orienta-tion to the past), being in a specific situation or particular place (orientation to the present), or as a means of getting somewhere else (orientation towards the future).

    During the period 2005–2010, over 30 percent of the participants came to these programs after completing an upper secondary school program specialized in aesthetics. Approximately 30 percent of these cohorts had studied social sciences or natural sciences and 20 percent had studied more vocationally oriented programs at upper secondary school. One surprising finding was that as many as 27 percent of the folk high school participants, within this time period, had studied courses and programs at university level before embarking on folk high school studies, primarily in the fields of the arts and humanities. The institutional links between folk high schools and enrolment in higher education was generally very strong. For example, after graduating from a folk high school aesthetic program, 60 percent of the participants enrolled in higher education within a twelve-year period, primarily to study the arts and humanities, but also social sciences, education and various teachertraining programs.

    The second part of the report examines the experiences of the participants of studying at the schools and the experiences of the teachers of these programs. By means of a large-scale questionnaire, we analysed the social and demographic characteristics of the teachers in the aesthetic profile courses. Among the teachers who responded to the questionnaire, we found that an overwhelming majority grew up in Sweden (94 percent), or other European countries (5 percent), while teachers with backgrounds from non-European countries were extremely few (< 1 percent). From an urban-rural perspective, the survey results showed that half of the teachers grew up in smaller villages and towns, a quarter in rural areas, and a quarter from what they classified as larger towns or cities. The teacher collective, that was engaged in the aesthetic subjects, frequently had extensive educational merits, primarily within their respective subject areas within the arts, but also from various educational courses and didactics. Part-time work as adult education teachers enabled many of them to combine being teachers with doing their own artistic projects. This double vocational positioning, as artist and teacher, is investigated and explored further in the report. The dual vocational position and commitment is perceived by the teachers as a means to maintaining their aesthetic competence and the stylistic skills and forms of expression required to teach at this level.

    The final part of the report focuses on the participants’ anticipated and actual trajectories after their time at the folk high schools. The anticipated educational routes are primarily portrayed through interviews about participants’ plans for the future. The actual trajectories are outlined through descriptive statistics on the former participants’ subsequent educational enrolments and establishment in the labour market. Given the extent to which they continue within higher education (59 percent of participants), it is not surprising that the time it takes for them to secure employment and to become fully established in the labour market is extensive. However, if their establishment status in the labour market is measured 5 to 10 years following the completion of their folk high school studies in the arts and humanities, their position in the labour market is similar to comparable groups in the population at large. Based on the main source of income ten years after examination, very few participants receive unemployment benefits or are living on social welfare.

    In summary, the report shows that the folk high school could be perceived as an important art college at the post-compulsory educational level. It is argued that these folk high schools are a crucial resource for accomplishing the goals outlined in Sweden’s national cultural policy. A large proportion of the teachers in these aesthetic profiles are themselves working as artists. As such, the folk high schools also help sustain a labour market for Swedish cultural workers. When enrolled at these folk high schools, the participants learn to both create and appreciate cultural work, enabling them to understand, value and contribute to artistic and cultural life. Accordingly, we propose that policies on adult education and culture ought to relate to each other in a clearer way, since these two policy areas are shown to overlap. Based on current policy goals, we suggest ways in which to shape a more inclusive recruitment structure to the aesthetic courses.

  • 16.
    Laginder, Ann-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Önnesjö, EvaFöreningen för folkbildningsforskning.Carlsson, IrmaLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Nylander, ErikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskolan 150 år: Folkbildning & Forskning Årsbok 20182018Collection (editor) (Other academic)
    Abstract [sv]

    År 2018 har svensk folkhögskola verkat i 150 år. Föreningen för Folkbildningsforskningbeslutade därför att ägna Årsboken 2018 helt åt folkhögskolans modernahistoria. Inför folkhögskolans 100-årsjubileum 1968 gav Svenska folkhögskolanslärarförening ut fyra band om Svensk folkhögskola 100 år.Publikationerna som samlades i dessa fyra böcker har alltsedan dess varit referenslitteraturför alla som intresserat sig för utbildningsformen. Mot den bakgrundenvar det viktigt att uppdatera och komplettera våra kunskaper omfolkhögskolornas utveckling de senaste 50 åren 1968 – 2018.Vår ambition har varit att boken så långt som möjligt ska spegla folkhögskolansmångfald. Boken består av 18 bidrag som skrivits av sammantaget 28författare. Olika perspektiv och angreppsätt bryts här mot varandra; forskningsbaseradetexter som syftar till att förstå och förklara folkhögskolans förändringarvarvas med texter som bygger på mångåriga erfarenheteter i folkhögskolepraktiken.Skrivarten varierar också, från basfakta i beskrivande texter, analyserav statistik och forskningsresultat till personligt hållna berättelser och tolkningar.

    Författarna ansvarar själva för innehållet i sina texter.Boken bygger på fyra övergripande teman: Folkhögskolans moderna historia1968 – 2018, Frihet och styrning, Pedagogisk tradition och förändring samtPerspektiv på folkhögskolan i samtiden. Boken inleds med en sammanfattningav de första hundra åren (1868 – 1968) av den svenska folkhögskolans historia.

  • 17.
    Larsson, Staffan
    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.
    Österlund, Lovisa
    Linköping University, University Library.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Invisible colleges in research on adult learning: a bibliometric study on international scholarly recognition2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 73-97Chapter in book (Refereed)
    Abstract [en]

    An “economy of publications and citations” has emerged in academia, where databases as Web of Science and Scopus provide tools for “quality” measurements. The assumption is that such measurements are unbiased in terms of geography, language, gender etc. This is investigated by scrutinizing the “invisible colleges”, i.e. networks of citations in adult learning/education journals, indexed by Scopus. A bibliometric analysis is made of 151,261 direct citation links in 5 journals published between 2006–2014. The outcome shows a pattern of biases: a US/UK, anglophone, male domination. It also shows how the investigated field consists of many loosely connected invisible colleges. This might make the field weak in terms of academic power.

  • 18.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: En studie av folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter.2016Conference paper (Other academic)
  • 19.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: En studie av folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter.2016Conference paper (Other academic)
  • 20.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Folkhögskolan som musikaliskt förmak: Om musiklinjer, deras rykte och position2010In: Två sidor av samma mynt?: Folkbildning och yrkesutbildning vid de nordiska folkhögskolorna / [ed] Fay Lundh Nilsson & Anders Nilsson, Lund: Nordic Academic Press , 2010, 1, p. 167-189Chapter in book (Other academic)
    Abstract [sv]

    På de svenska folkhögskolorna har musikkurser blivit det studieområde som attraherar flest deltagare i det särskilda kursutbudet. I detta antologibidrag undersöks hur musikens rum i folkbildningen är konstruerat med avseende på vilka genrer som finns representerade och utbildningsinriktningarnas status och inbördes hierarki. Söktrycket till olika musikgenrer och skolor analyseras och jazzinritningarna visar sig tillerkännas ett särskilt värde bland de aspirerade musikerna. Genom att jämföra deltagarlistor på de mest eftersökta jazzlinjerna vid Skurups och Fridhems folkhögskolor med jazzprisvinnare under 2000-talet visar sig dessa skolor ha nyckelpositioner för att konsekrera det svenska musikfältet inom improvisatorisk musik. Mot slutet av kapitlet väcks frågan om musiklinjerna på folkhögskolorna är i färd att utvecklas mot en form av estetiska collegeutbildningar skiktade mellan högt och lågt, elit- och massutbildningar.

  • 21.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Folkhögskoledatabasen2019Other (Other academic)
    Abstract [sv]

    Denna databas samlar folkhögskolornas nationella kataloger mellan åren 1952-2019. Materialet är inskannat vilket möjliggör undersökningar om hur skolorna förändrats över tid, vilka ämnen de tillhandahållit och hur de beskrivit sin verksamhet. Innehållet i databasen härstammar från de fysiska katalog exemplar som bevarats i de nationella arkiven (Kungliga Biblioteket, Riksarkivet). Genom att OCR-tolka och digitalisera katalogernas innehåll och presentera det i ett digitalt gränssnitt möjliggörs undersökningar av hur folkhögskolorna förändrats historiskt. Man kan också söka efter enskilda folkhögskolors kursutbud eller förekomster av ord och ämnen i folkhögskolornas förflutna.

    Databasen vänder sig till alla folkbildningsforskare, folkhögskollärare, folkbildare, rektorer och alumni som vill lära sig mer om skolformen. Arbetet med databasen har möjliggjorts genom anslag från Stockholms Arbetareinstitut och bygger på ett samarbete med Linköpings universitetsbibliotek.

  • 22.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mastering the jazz standard: sayings and doings of artistic valuation2013In: American Journal of Cultural Sociology, ISSN 2049-7121, Vol. 2, no 1Article in journal (Refereed)
    Abstract [en]

    This article examines music auditions in jazz education and the artistic valuation of music performances by gatekeepers working in two prestigious schools. Using the inherent insecurities of the entry-test situation as a site of ethnographic fieldwork, the article explores the whole chain of valuation needed in order to produce a hierarchical ordinal ranking of the candidates. By drawing attention to the distinction between what is being said and what is being done by the gatekeepers, a structural ambiguity is identified in the selection game: on the one hand, it is dependent on romantic notions of artistic uniqueness (originality, personality, authenticity) and on the other, it relies on the requirements of jurisdiction and equal assessment (numerical grading, standardized repertoire). The artistic doxa of jazz is constituted in opposition to two negative characters, either by framing the candidates as epigones – echoing the standard repertoire too closely – or framing them as heretics, considered as traitors to the local interpretation of the standard.

  • 23.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Skolning i jazz: Värde, selektion och studiekarriär vid folkhögskolornas musiklinjer2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the music careers to and from folk high school training programs through four empirical articles. Building on relational sociological theory and methods, predominantly the work of Pierre Bourdieu, the thesis first provides a cartographic analysis of the cultural hierarchies of folk high school music training within the Swedish educational landscape. The investigations show how music has grown to become the biggest thematic orientation among the specialized programs of the folk high schools. They also reveal how these programs can be positioned at an intermediary stage, while being differentiated between mass- and elite- schooling. Next, the thesis outlines detailed analyses of the recruitment base of the dominating music programs in jazz and the study careers of their participants. By means of relational statistical methods, we investigate the inclusion into and exclusion from elite educational programs in jazz, and uncover the force and composition of a specific form of music capital. Analysis from an in-depth ethnographic account of the gatekeeping procedures of jazz auditions allows for the discussion of several tensions between evaluation and value, rulefollowing and rule-transgression, as well as charismatic and institutional means of valuation.

    List of papers
    1. Folkhögskolan som musikaliskt förmak: Om musiklinjer, deras rykte och position
    Open this publication in new window or tab >>Folkhögskolan som musikaliskt förmak: Om musiklinjer, deras rykte och position
    2010 (Swedish)In: Två sidor av samma mynt?: Folkbildning och yrkesutbildning vid de nordiska folkhögskolorna / [ed] Fay Lundh Nilsson & Anders Nilsson, Lund: Nordic Academic Press , 2010, 1, p. 167-189Chapter in book (Other academic)
    Abstract [sv]

    På de svenska folkhögskolorna har musikkurser blivit det studieområde som attraherar flest deltagare i det särskilda kursutbudet. I detta antologibidrag undersöks hur musikens rum i folkbildningen är konstruerat med avseende på vilka genrer som finns representerade och utbildningsinriktningarnas status och inbördes hierarki. Söktrycket till olika musikgenrer och skolor analyseras och jazzinritningarna visar sig tillerkännas ett särskilt värde bland de aspirerade musikerna. Genom att jämföra deltagarlistor på de mest eftersökta jazzlinjerna vid Skurups och Fridhems folkhögskolor med jazzprisvinnare under 2000-talet visar sig dessa skolor ha nyckelpositioner för att konsekrera det svenska musikfältet inom improvisatorisk musik. Mot slutet av kapitlet väcks frågan om musiklinjerna på folkhögskolorna är i färd att utvecklas mot en form av estetiska collegeutbildningar skiktade mellan högt och lågt, elit- och massutbildningar.

    Place, publisher, year, edition, pages
    Lund: Nordic Academic Press, 2010 Edition: 1
    Keywords
    Folk high school, Music education, Genre, Elite, Folkhögskola, Musiklinje, Söktryck, Kultur, Rykte, Hierarki, Elit, Musikutbildning
    National Category
    Musicology Sociology
    Identifiers
    urn:nbn:se:liu:diva-64255 (URN)978-91-85509-55-3 (ISBN)
    Note

    Original Publication: Erik Nylander, Folkhögskolan som musikaliskt förmak: Om musiklinjer, deras rykte och position, pp 167-189, in Två sidor av samma mynt?: Folkbildning och yrkesutbildning vid de nordiska folkhögskolorna, eds Fay Lundh Nilsson & Anders Nilsson, Nordic Academic Press, ISBN 978-91-85509-55-3, 2010. Copyright: Nordic Academic Press http://www.nordicacademicpress.com/

    Available from: 2011-01-21 Created: 2011-01-17 Last updated: 2014-05-14Bibliographically approved
    2. Mastering the jazz standard: sayings and doings of artistic valuation
    Open this publication in new window or tab >>Mastering the jazz standard: sayings and doings of artistic valuation
    2013 (English)In: American Journal of Cultural Sociology, ISSN 2049-7121, Vol. 2, no 1Article in journal (Refereed) Published
    Abstract [en]

    This article examines music auditions in jazz education and the artistic valuation of music performances by gatekeepers working in two prestigious schools. Using the inherent insecurities of the entry-test situation as a site of ethnographic fieldwork, the article explores the whole chain of valuation needed in order to produce a hierarchical ordinal ranking of the candidates. By drawing attention to the distinction between what is being said and what is being done by the gatekeepers, a structural ambiguity is identified in the selection game: on the one hand, it is dependent on romantic notions of artistic uniqueness (originality, personality, authenticity) and on the other, it relies on the requirements of jurisdiction and equal assessment (numerical grading, standardized repertoire). The artistic doxa of jazz is constituted in opposition to two negative characters, either by framing the candidates as epigones – echoing the standard repertoire too closely – or framing them as heretics, considered as traitors to the local interpretation of the standard.

    Place, publisher, year, edition, pages
    Yale: Palgrave Macmillan, 2013
    Keywords
    jazz; evaluation; audition; music education; gatekeepers; selection
    National Category
    Sociology Sociology (excluding Social Work, Social Psychology and Social Anthropology)
    Identifiers
    urn:nbn:se:liu:diva-102523 (URN)10.1057/ajcs.2013.13 (DOI)
    Available from: 2013-12-12 Created: 2013-12-12 Last updated: 2014-05-14
    3. Playing with Capital: Inherited and acquired assets in a jazz audition
    Open this publication in new window or tab >>Playing with Capital: Inherited and acquired assets in a jazz audition
    2015 (English)In: Poetics (Amsterdam. Print), ISSN 0304-422X, E-ISSN 1872-7514, Vol. 48, p. 83-106Article in journal (Refereed) Published
    Abstract [en]

    A common dream among the youth is to become a successful musician. By surveying young aspiring jazz musicians trying to enter a prestigious audition, this paper examines assets and attitudes involved in the formation of a music field. In the study we build on Bourdieusian sociological theory and method in order to map out a space of jazz applicants and characterize the group(s) seeking to enter. Our findings, based on a specific multiple correspondence analysis performed on 211 applicants, suggest that the space of jazz applicants is structured by three important factors: (i) the total volume of music capital, (ii) commitment to the (professional) field of practice and (iii) the familiarity acquired through previous music socialization and training. Using clustering techniques, we further distinguish four distinct groups among the applicants - the Insiders, Outsiders, Inheritors and Underdogs - and reveal the success rate of the groups. We find that the acquisition and enactment of a specific music capital is of particular importance for elite music admissions, while at the same time the sizeable number of musically affluent candidates turns the audition into an event underscored with considerable uncertainty.

    Place, publisher, year, edition, pages
    Elsevier, 2015
    Keywords
    Music capital, jazz education, selection, auditions, Bourdieu, cultural production, gatekeepers
    National Category
    Musicology Sociology
    Identifiers
    urn:nbn:se:liu:diva-106593 (URN)10.1016/j.poetic.2014.12.002 (DOI)000350936100006 ()
    Note

    On the day of the defence date the status of this article was Manuscript. The original sub title was Inherited and acquiredcapital in jazz school auditioning.

    Available from: 2014-05-13 Created: 2014-05-13 Last updated: 2017-12-05Bibliographically approved
    4. Jazzklass: Folkhögskolan som intermediär utbildningsinstitution
    Open this publication in new window or tab >>Jazzklass: Folkhögskolan som intermediär utbildningsinstitution
    2015 (English)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 100-126Article in journal (Other academic) Published
    Abstract [sv]

    I denna utbildningssociologiska studie placeras folkhögskolorna in i det svenska utbildningslandskapet och presenteras som intermediära utbildningsinstitutioner vilka står i relation till studieprogram på gymnasieskolorna samt efterföljande studiealternativ på högskolorna. Först presenteras en kartläggning av volymtillströmningen till folkhögskolorna under den senaste femtonårsperioden, där vi visar att antalet deltagare på allmänna linjer har minskat, medan antalet deltagare på de särskilda linjerna inriktade på musik- och annan estetisk verksamhet har haft betydande volymökningar. Därefter används registerdata från SCB över folkhögskolekohorter mellan åren 2000 och 2002, för att analysera vilka sociala grupper det är som studerat på vilken typ av folkhögskoleutbildning. Resultaten visar att folkhögskolorna används av olika sociala grupper beroende på om man fokuserar på musiklinjer, estetlinjer och allmänna linjer. Ytterligare skillnader i rekryteringen framträder om man jämför olika profiler inom musikområdet. Ett särskilt fokus för analysen är rekryteringen till Skurups och Fridhems jazzlinjer, vilket vi tar som exempel på hur somliga folkhögskoleprogram utvecklats till elitlinjer.

    Keywords
    Folkhögskola, klass, rekrytering, selektion, musik, elitutbildning
    National Category
    Musicology Sociology
    Identifiers
    urn:nbn:se:liu:diva-106594 (URN)
    Available from: 2014-05-13 Created: 2014-05-13 Last updated: 2017-12-05Bibliographically approved
  • 24.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The rites of jazz institutions: Uncertainty and valuation in music auditions2014In: American Journal of Cultural Sociology, ISSN 2049-7113, E-ISSN 2049-7121, Vol. 2, no 2, p. 266-276Article in journal (Refereed)
    Abstract [en]

    As part of the reception to the article ‘Mastering the jazz standard: Sayings and Doings of Artistic Valuation’, American Journal of Cultural Sociology invited two scholars to comment and critically scrutinize this work. Before venturing into a response to some of the many issues raised in their highly spirited remarks, I would like to thank Antoine Hennion and Lisa McCormick for engaging in this discussion and taking time to reflect and comment on my article.

  • 25.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ways of Reading an Armstrong Quote: Moves in the Sociology of Music2014In: Jazz, Gender, Authenticity: Proceedings of the 10th Nordic Jazz Research Conference / [ed] Alf Arvidsson, Stockholm: Svenskt visarkiv, 2014, p. 157-173Chapter in book (Other academic)
  • 26.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Ahn, Song Ee
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vart leder Internationaliseringen?2013In: Lärandets mångfald: Om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 210-231Chapter in book (Other academic)
    Abstract [sv]

    Fokus för detta kapitel är de rörelser individer gör över nationsgränser i studiesyfte. Ambitionen är att kartlägga vilka geografiska mönster som präglar deltagandet i folkhögskolornas resandekurser. Dessa mönster jämförs med den studentmobilitet som sker inom ramen för den högre utbildningen. Medan en begränsad skara europeiska och engelskspråkiga länder visar sig ha dominera studentmobiliteten, är folkhögskoleresornas destinationer mer utspridda över jordens yta. Utgångspunkten för kapitlets avslutande del är att det i anknytning till "det internationella" finns olika symboliska värden att åberopa och tillerkännas. Utbildningsarrangemangen analyseras avslutningsvis med hjälp av begreppet kosmopolitiskt kapital.

  • 27.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Malmquist, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Managing by measuring: Academic knowledge production under the ranks2013In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 1, no 1, p. 5-18Article in journal (Other academic)
  • 28.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Bernhard, Dörte
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    oLika TillSAMmanS: En kartläggning av folkhögskolors lärmiljöer för deltagare med funktionsnedsättningar2015Report (Other academic)
    Abstract [sv]

    I Sverige finns det sedan en lång tid tillbaka flera utbildningsinstitutioner utanför det formella skolväsendet vilka erbjuder utbildningsmöjligheter för ungdomar och vuxna. En central plats i detta utbildningslandskap har Sveriges 150 folkhögskolor. Den här rapporten handlar om folkhögskolornas arbete med deltagare med funktions--‐ nedsättningar eller, mer precist, om de lärmiljöer i vilka folkhögskolornas pedagogiska arbete sker och hur dessa är utformade och anpassade för deltagare med funktions--‐ nedsättningar. Frågor om skolors lärmiljöer kan anses vara särskilt relevanta för deltagare med funktionsnedsättningar. En vanlig distinktion inom detta forskningsfält gör gällande att en funktionsnedsättning blir ett funktionshinder först i mötet med en hindrande omgivning.

    I rapporten visar vi att folkhögskolorna har fått en alltmer framträdande specialpedagogisk funktion i det svenska utbildningssystemet. Exempelvis har andelen deltagare med funktionsnedsättningar på de allmänna kurserna gått från att utgöra var femte deltagare 1997, till var tredje 2013. Ökningen i andel deltagare som kategoriseras som funktionsnedsatta är således väldigt kraftig på senare år. Bland dessa personer är grupperna med neuropsykiatriska diagnoser (särskilt ADHD), med svår psykisk ohälsa och med grava läs- och skrivsvårigheter de största till antalet. Men även deltagare med medicinska, fysiska och kliniska funktionsnedsättningar visar sig särskilt benägna att söka sig till, och använda sig av, folkhögskolornas utbildningsalternativ. Denna ökning av andelen deltagare med funktionsnedsättning verkar också återspegla sig i hur lärarna på folkhögskolorna upplever sitt arbete och sina kompetensbehov. En nyligen genomförd enkätstudie visar att utveckling av kompetensen för att upptäcka och stödja deltagare i behov av särskilt stöd är det som folkhögskollärarna efterfrågar i störst utsträckning – ett kompetensbehov som torde ha uppstått ur de nya villkor som förändringar av deltagargrupperna innebär.

    Dessa utvecklingstendenser är samtidigt svåra att frikoppla från andra samhällsförändringar, såsom det stora antal elever som lämnar gymnasieskolan med ofullständiga betyg varje år eller ett ökat bruk av neuropsykiatriska diagnoser. Mot bakgrund av den livfulla debatt som på senare tid har förts om den svenska gymnasieskolans kris och de många elever som slås ut från denna skolform, är det förvånande att vi inte vet mer om de utbildningsinstitutioner som ”tar vid” och hur de arbetar med grupper som står relativt långt ifrån arbetsmarknaden.

    Mot bakgrund av dessa förändringar menar vi att det är särskilt motiverat att ta ett samlat grepp om frågan hur folkhögskolorna arbetar och anpassar sina verksamheter till deltagare med funktionsnedsättningar. I denna kartläggning tar vi hjälp av officiell statistik för att visa hur antalet och andelen deltagare med funktionsnedsättningar förändrats i skolformen över tid, men frågar även folkhögskolornas representanter hur de anser att folkhögskolornas lärmiljöer är tillgängliggjorda och anpassade för deltagare med olika funktionsnedsättningar. Innan vi ger oss i kast med dessa frågeställningar ska vi säga någonting om vårt övergripande syfte och bakgrunden till rapporten.

    Rapporten är strukturerad enligt följande: först introduceras folkhögskolorna som skolform genom att deras politiska syften, finansiering samt kursverksamhet beskrivs. Därefter kommer ett avsnitt som redogör för studiens metod och design. Resultatavsnittet inleds med övergripande kartbilder över antalet deltagare på folkhögskolorna indelade efter breda funktionshinderområden. Därefter följer en analys över de motiv och påverkansfaktorer som folkhögskolornas lärare och verksamhetsledare tillerkänner betydelse i enkätsvaren. Sedan kommer en mer detaljerad analys över skolmiljöernas utformning med avseende på (i) multiprofessionalitet, (ii) pedagogiska strategier samt (iii) tekniskt och fysiskt stöd. Till sist diskuterar vi vad folkhögskoleföreträdarna själva framhåller som framgångsfaktorer respektive utvecklingsområden i skolornas arbete med att anpassa och tillgängliggöra deras lärmiljöer för deltagare med funktionsnedsättningar. På basis av dessa svar resonerar vi om det arbete som görs inom ramen för folkhögskolorna redan idag och om vad som eventuellt kan behöva förbättras.

  • 29.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dalberg, Tobias
    Institutionen för nordiska språk, Avdelningen för forskning och utbildning i modern svenska (FUMS); Gruppen för nationella prov i svenska och svenska som andraspråk, Uppsala universitet.
    Jazzklass: Folkhögskolan som intermediär utbildningsinstitution2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 100-126Article in journal (Other academic)
    Abstract [sv]

    I denna utbildningssociologiska studie placeras folkhögskolorna in i det svenska utbildningslandskapet och presenteras som intermediära utbildningsinstitutioner vilka står i relation till studieprogram på gymnasieskolorna samt efterföljande studiealternativ på högskolorna. Först presenteras en kartläggning av volymtillströmningen till folkhögskolorna under den senaste femtonårsperioden, där vi visar att antalet deltagare på allmänna linjer har minskat, medan antalet deltagare på de särskilda linjerna inriktade på musik- och annan estetisk verksamhet har haft betydande volymökningar. Därefter används registerdata från SCB över folkhögskolekohorter mellan åren 2000 och 2002, för att analysera vilka sociala grupper det är som studerat på vilken typ av folkhögskoleutbildning. Resultaten visar att folkhögskolorna används av olika sociala grupper beroende på om man fokuserar på musiklinjer, estetlinjer och allmänna linjer. Ytterligare skillnader i rekryteringen framträder om man jämför olika profiler inom musikområdet. Ett särskilt fokus för analysen är rekryteringen till Skurups och Fridhems jazzlinjer, vilket vi tar som exempel på hur somliga folkhögskoleprogram utvecklats till elitlinjer.

  • 30.
    Nylander, Erik
    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.
    The research field of adult education and learning: widening the field2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Cham: Springer, 2019, 1, p. 229-234Chapter in book (Refereed)
    Abstract [en]

    We began this book by launching a series of questions on what the adult education and learning research field looks like, how it has emerged historically and how it is transformed through contemporary policy and research practice. The chapters have, in different ways, contributed to answering these questions by case studies, as well as by looking at the transnational power relations across countries. In the debate on comparative adult education research finalising this book, Field, Künzel and Schemmann posed the rather provocative question of whether the chapter of international comparative adult education has now come to a close (see Chap.  10). We would argue that such research is still alive and possible to carry out, but that the conditions under which research is conducted also need to be taken into serious consideration. In the various contributions to this book, several chapters show how a comparative perspective on the field of research can contribute to our understanding of how knowledge about adult education and learning is produced. They also demonstrate how this knowledge is stratified across regional and national borders, as well as between individual scholars positioned in relation to one another.

  • 31.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fridolfsson, Charlotte
    Linköping University, Department of Management and Engineering, Political Science. Linköping University, Faculty of Arts and Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Den nya folkhögskolegruppen i riksdagen: Folkhögskolan som samtida bildningsväg för svenska riksdagsledamöter2016Conference paper (Other academic)
  • 32.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Melldahl, Andreas
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Playing with Capital: Inherited and acquired assets in a jazz audition2015In: Poetics (Amsterdam. Print), ISSN 0304-422X, E-ISSN 1872-7514, Vol. 48, p. 83-106Article in journal (Refereed)
    Abstract [en]

    A common dream among the youth is to become a successful musician. By surveying young aspiring jazz musicians trying to enter a prestigious audition, this paper examines assets and attitudes involved in the formation of a music field. In the study we build on Bourdieusian sociological theory and method in order to map out a space of jazz applicants and characterize the group(s) seeking to enter. Our findings, based on a specific multiple correspondence analysis performed on 211 applicants, suggest that the space of jazz applicants is structured by three important factors: (i) the total volume of music capital, (ii) commitment to the (professional) field of practice and (iii) the familiarity acquired through previous music socialization and training. Using clustering techniques, we further distinguish four distinct groups among the applicants - the Insiders, Outsiders, Inheritors and Underdogs - and reveal the success rate of the groups. We find that the acquisition and enactment of a specific music capital is of particular importance for elite music admissions, while at the same time the sizeable number of musically affluent candidates turns the audition into an event underscored with considerable uncertainty.

  • 33.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mustel, Kerstin
    Folkutbildningsrådet.
    Jansson, Therése
    Folkbildning across borders: Resources, networks and transnational commitment2011Report (Other academic)
  • 34.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Mustel, Kerstin
    Folkbildningsrådet, Stockholm.
    Jansson, Therése
    Folkbildningsrådet, Stockholm.
    Gränsöverskridande folkbildning: Om resurser, nätverk och transnationellt engagemang2011Report (Other academic)
    Abstract [sv]

    I Gränsöverskridande folkbildning – om resurser, nätverk och transnationellt engagemang tar Folkbildningsrådet, tillsammans med Mimer vid Linköpings universitet, ett samlat grepp om folkhögskolornas och studieförbundens transnationella arbete. I rapporten redovisas resultaten av en kartläggning av de transnationella aktiviteter som genomfördes under 2009. Kartläggning bygger på en enkätundersökning som riktades till landets alla folkhögskolor och studieförbund. Bland folkhögskolorna var svarsfrekvensen 92 procent och totalt 214 aktiviteter rapporterades in. Bland studieförbunden var svarsfrekvensen 64 procent och svaren fördelades mycket ojämnt mellan de olika studieförbunden. Totalt redogjordes för 124 aktiviteter.

    Kartläggningen visa att de transnationella aktiviteterna är väl spridda över världskartan, bortsett från Oceanien/Australien och delar av Sydostasien, Mellanöstern, Nordamerika och Nordafrika. Både studieförbundens och folkhögskolornas förbindelser är starkast koncentrerade till de nordafrikanska grannländerna och övriga Europa. Folkhögskolorna redovisar jämförelsevis mycket samarbete med Afrika (Tanzania) och studieförbunden med Mellanöstern (Palestina/Israel).

    En analys som endas omfattar folkhögskolornas transnationella kursverksamhet visar att folkhögskoledeltagarna i första hand studerar i länder på det södra halvklotet, medan högskolestuderande hellre vänder sig till länder med hög BNP på det norra halvklotet. Speciellt koncentrerad är folkhögskoleresorna till den afrikanska kontinenten (främst Tanzania), där folkbildningens deltagare både i reella tal (cirka 627 stycken) och procentuella tal (cirka 38 procent) under 2009 vida översteg antalet och andelen högskolestuderande (cirka 177 studerande, cirka en procent av samtliga). Andra regioner som lockar en lite andel folkhögskoledeltagare är Latinamerika och Baltikum.

    Enligt enkätsvaren är det transnationella arbetet i första hand inriktat mot folkbildningspropositionens sjunde verksamhetsområde, som handlar om folkhälsa, hållbar utveckling och global rättvisa. I första hand syftade verksamheterna till att göra världen mer rättvis. Cirka 40 procent av folkhögskoleaktiviteterna och nästan 35 procent av studieförbundens verksamheter handlade om globala rättvisefrågor. Näst vanligast var verksamhetsområdet det livslånga lärandet.

    I analysen av verksamheternas syftesbeskrivning framträder tre idealtyper:

    • Den vanligaste syftesbeskrivningen handlar om ge: I denna framställs folkbildningsaktiviteten som en mission, som ett verktyg för att hjälpa människor i andra länder (ofta relaterat till demokratisträvan). De svenska folkbildningarna ges en expertroll.
    •  En annan typ av syften handlar mer om att få: I dessa beskrivningar presenteras folkbildningsaktiviteten som en antropologisk resa där de svenska folkbildarna, via studier av andra människors livsvillkor, ska få nya perspektiv på sin tillvaro.
    • För vissa aktiviteter är syftet i första hand att utbyta: I dessa verksamheter betonas mer ömsesidiga läroprocesser och utbyten.

    Den primära finansieringskällan för folkhögskolornas del var folkbildningsanslaget. Nästa 45 procent av folkhögskoleaktiviteterna uppgavs ha detta som huvudfinansiering. Inte full 20 procent av aktiviteterna drevs i första hand med medel från Sida eller annan biståndsorganisation. Dessa siffror var i princip omvända bland studieförbunden. Sida och andra biståndsorganisationer var de vanligaste huvudfinansiärerna i nästan 45 procent av studieförbundens aktiviteter, medan folkbildningsanslaget stod för merparten av medlen i nästa 25 procent. De vanligaste formerna för komplementär ”bifinansiering” för både studieförbund och folkhögskolor var deltagaravgifter, insamlingar och studielån.

    Finansieringskälla och verksamhetsform visade sig hänga samman. Folkbildningsanslaget gick i huvudsak till verksamhet av kontinuerlig och långsiktig karaktär (kurser, återkommande studieresor, lärarutbyten, etc.), medan Sida, Svenska Institutet och Internationella programkontoret primärt finansierade mer kortvariga projekt. Inom ramen för huvudfinansieringskällan ”Sida eller annan biståndsorganisation” utgjordes till exempel tre av fyra aktiviteter av projektet.

    Det innebär i sin tur att studieförbund och folkhögskolor valde delvis olika verksamhetsformer för sina respektive transnationella aktiviteter. Folkhögskolornas arbete dominerades under 2009 av kursverksamhet och deltagarutbyten, medan studieförbunden oftast arbetade med projekt eller studieresor/studiebesök.

  • 35.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Tomas, Östlund
    Folkbildningsrådet.
    Folkhögskolans samtidshistoria: deltagare och kursutbud 1997-20162018In: Folkhögskolan 150 år / [ed] Ann-Marie Laginder, Eva Önnesjö, Irma Carlsson och Erik Nylander, Stockholm: Föreningen för Folkbildningsforskning , 2018, p. 361-376Chapter in book (Other academic)
    Abstract [sv]

    I detta bidrag har vi tagit hjälp av officiell statistik för att ge en översiktlig bild av hur folkhögskolans kursutbud förändrats de senaste två decennierna (1997 – 2016). Fokus i texten är institutionella skillnader i folkhögskolornas kursutbud, främst mellan allmän och särskild kurs, samt förekomst av olika deltagargrupper (kön, ålder, födelseland). Med hjälp av heltäckande deltagarstatistik visar vi att det skett ett skifte i dominansförhållandet mellan allmän och särskild kurs under perioden 1997 –  2016, där särskild kurs nu utgör en större verksamhetsgren än allmän kurs. Ämnesmässigt dominerar särskilda inriktningar mot musik, bildkonst och annan estetisk verksamhet. Mer marginell är verksamhet inriktad mot politik, ekonomi, demokrati och annan samhällsvetenskap. Skillnaderna mellan kurstyperna allmän och särskild kurs går igen vid en demografisk analys av vilka  deltagargrupper som antas där yngre deltagare och deltagare födda utrikes har kommit att bli allt vanligare på allmän kurs. Det särskilda kursutbudet går däremot mot en större åldersblandning samtidigt som kvinnliga deltagare är i klar majoritet och andelen födda utrikes inte ökar fullt lika drastiskt. Skillnader finns också i antalet individer boendes på internat där skolinternaten främst verkar utnyttjas av riksrekryterande kurser inriktade på kulturella verksamheter (musik, bild, hantverk, scenisk konst). Vi visar också att folkhögskolornas utbildningslandskap i viss mån blivit alltmer urbant, då skolor belägna i större städer står för en allt större del av den totala mängden utbildning.

  • 36.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the Adult Learning Research Field by Analysing Who Cites Whom2018In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 11, no 1, p. 113-131Article in journal (Refereed)
    Abstract [en]

    In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – sociocultural perspectives on learning - occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

  • 37.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Exploring the adult learning research field by analysing who cites whom2019In: Mapping out the research field of adult education and learning / [ed] Andreas Fejes, Erik Nylander, Springer, 2019, 1, p. 55-72Chapter in book (Refereed)
    Abstract [en]

    In this article we report on findings from a large-scale bibliographic study conducted based on the citation practices within the field of research on adult learning. Our data consist of 151,261 citation links between more than 33,000 different authors whose papers were published in five leading international journals in the field of adult learning during the time period 2006–2014. By analysing the composition of the dominating citation clusters we are able to construct a telescopic view of the research field based on an accumulation of bibliographic citations. The results consist of two parts. First we go through the dominating players active in the field, their position and mutual relationship. Secondly, we derive two main structural oppositions inherent in the citation networks, one connected to the research object (studying education or work) and the second to the level of analysis (cognition or policy). We find that the most dominating tradition within adult learning the last few decades – socio- cultural perspectives on learning – occupies a very central position in the space of citations, balancing between these opposing poles. We hope that this analysis will help foster reflexivity concerning our own research practices, and will reveal the relations of dominance currently prevailing within the field of adult learning.

  • 38.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Vem citerar vem?: Forskningskluster och citeringsbiografier i internationella tidskrifter inom vuxenpedagogik2015Conference paper (Other academic)
  • 39.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österlund, Lovisa
    Linköping University, University Library.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Who cites who in research on adult education and workplace learning?2015Conference paper (Other academic)
  • 40.
    Ye, Rebecca
    et al.
    Stockholms Universitet, Stockholm, Sweden.
    Nylander, Erik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The transnational track: State sponsorship and Singapore’s Oxbridge elite2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 1, p. 11-33Article in journal (Refereed)
    Abstract [en]

    This paper explores the process of transnational institutional matching between elite institutions in Singapore and Great Britain, and the role of state-sponsored scholarships in enabling this process as political and administrative elites are selected and groomed. Using data gathered from in-depth interviews conducted with Singaporean undergraduates study- ing at Oxbridge and a dataset of the institutional origins of 580 Singap- orean government scholars, the analysis illustrates how students are being matched from two Singaporean junior colleges to Oxbridge and back to the higher strata of the Singaporean Public Service. We show that the educational trajectories of these government scholars need to be addressed in relation to the informational capital acquired in specific elite schools as well as the governing roles these individuals are meant to obtain within the state upon graduation.

  • 41.
    Laginder, Ann-Marie (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet December 20102010Other (Other academic)
  • 42.
    Laginder, Ann-Marie (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet December 20112011Other (Other academic)
  • 43.
    Laginder, Ann-Marie (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Maj 20102010Other (Other academic)
  • 44.
    Laginder, Ann-Marie (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Maj 20112011Other (Other academic)
  • 45.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20132013Other (Other academic)
  • 46.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Österborg Wiklund, Sofia
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet Mars 20142014Other (Other academic)
  • 47.
    Laginder, Ann-Marie (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet November 20122012Other (Other academic)
  • 48.
    Nordvall, Henrik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nylander, Erik (Editor)
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Mimerbladet September 20132013Other (Other academic)
1 - 48 of 48
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