This anthology presents the Nordic folk high school teacher through thirteen research articles combined under three themes: identity, work, and education, each part capped by overarching summary chapters. The teachers represent the folk hight schools' identity, and in their work a 175-year old tradition is confronted with new realities and forced to adapt to new challenges.

The folk high schools are given a central role in the democratic development of the Nordic region and are described as a signif- icant influence on adult education globally, but there have been few regional research projects describing the schools. The inclusion of research covering five Nordic countries in a peer reviewed anthology makes this publication a unique portrayal, both of the schools' common identity and their naional variations.