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Paradoxes of solidarity: democracy and colonial legacies in Swedish popular education
Örebro University, School of Humanities, Education and Social Sciences. (Utbildning & Demokrati)
2011 (English)In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 61, no 3, p. 244-261Article in journal (Refereed) Published
Abstract [en]

Over the years, there have been several attempts to spread the “Swedish model” of popular education, that is, study circles and folk high schools, to countries in other parts of the world. In this article, the authors analyze the large-scale project of establishing folk development colleges in Tanzania in the 1970s and 1980s, by emphasizing the ways in which Swedish popular educators have described the folk development college 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 ongoing formation of national self-images in contrast to images of the Other, where there is a constant risk of reproducing ideas from a colonial past.

Place, publisher, year, edition, pages
2011. Vol. 61, no 3, p. 244-261
National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-21345DOI: 10.1177/0741713610380445ISI: 000292641100003OAI: oai:DiVA.org:oru-21345DiVA, id: diva2:484097
Available from: 2012-01-26 Created: 2012-01-26 Last updated: 2018-04-19Bibliographically approved

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Nordvall, Henrik

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Output format
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