Folk High School as a Supportive Environment for Participants with High-Functioning Autism

The aim of this article is to explore the Folk High School as a supportive environment for participants with neuropsychiatric functional impairments, primarily high-functioning autism, from the perspectives of the participants, the staff, and the principals. The participants’ perspective consisted of 21 interviews, the teachers’ perspective was observed in three focus-group interviews, and the principal’s perspective through 19 telephone interviews. Folk High School is shown to be supportive because it: (i) creates a safe and caring environment, (ii) places the individual participant at the centre of its operations, and (iii) is based on the provision and articulation of clear structures. A limited focus on the classroom and the course content is too narrow for a group of individuals with high-functioning autism. It is important to examine the relationships between different categories of workers and how they, in an interwoven symbiotic system, can provide the participants with the best possible conditions for learning.

Beyond Supporting Access to Land in Socio-Technical Transitions. How Polish Grassroots Initiatives Help Farmers and New Entrants in Transitioning to Sustainable Models of Agriculture

The importance of agri-food systems for global sustainability calls for researching and advancing socio-technical transitions towards environmentally friendly models of farming. These transitions hinge on many prerequisites, one of which is providing access to land for farmers and new entrants who experiment with sustainable farming models. However, for socio-technical transitions in farming to be viable, access to land should be complemented with securing access to “intangible” resources such as skills, knowledge or networks. It seems that increasingly often these resources are being provided by various grassroots initiatives. The goal of this paper is to identify how the strategies employed by grassroots initiatives support farmers and new entrants in transitioning to sustainable farming models. In order to answer that question, we perform case studies of three Polish initiatives—Agro-Perma-Lab, PermaKultura.Edu.PL and the Ecological Folk High School in Grzybów—active in promoting agroecology, permaculture and organic farming. The results show a diversity of strategies employed by these initiatives that reflect the frameworks in which they operate. Considering these strategies from the perspective of transition studies suggests that they can be replicated in other contexts and potentially contribute to advancing socio-technical transitions of agri-food systems.

Problemy oświaty pozaszkolnej w schyłku dwudziestolecia międzywojennego w świetle materiałów źródłowych inspektora szkolnego miejskiego we Lwowie

[The problems of extracurricular education in the 2nd half of the 1930s in view of the source materials of the municipal school inspector in Lviv] The source materials by Jan Hipolit Majewski, the Municipal School Inspector in Lviv, present the plan of extracurricular work for 1936/1937, and also contain a report on the organization of the Folk High School in Lviv. They show the problems of adult education in the late twenties of the interwar period.

Pilgrims and Missionaries of Social Peace: Geneva and Pontigny as Sites of Scandinavian Internationalism in Late Interwar Europe

This article investigates two interlinked sites of Scandinavian socialist internationalism in continental Europe: the Nordic folk high school in Geneva and the humanistic centre created by French philosopher Paul Desjardins in Pontigny. Locating and situating these two nodes on the cultural-political map of late interwar Europe allows for a study of how actors from the popular movements in Denmark, Norway and Sweden mobilised educational ideals and practices to internationalise the experience of Scandinavian social democracy. The analysis shows how the transnational activities of the Nordic folk high school’s study course opened up new spaces for Scandinavian internationalism. In this way, the article argues, the school represented an experiment in internationalism from below where Nordism was deployed as a cultural strategy to create international understanding for working-class Scandinavians; and created new arenas for Nordic encounters with French political and intellectual milieus that admired Scandinavian democracy and social peace.

Equity and social justice for whom and by whom in contemporary Swedish higher and adult education

This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centred on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being ‘peripheral’. Taking as a point of departure a ‘practiced policies’ theoretical position, the study focuses on the ‘situated nature’ of institutional policies, that is, how policies become operationalised in local institutional contexts. Of interest is the nature of expectations placed on participants in the provision of support, and the ways in which different target groups are conceptualised and categorised. The findings of this national scale mapping, that build on two ongoing projects concerning equity and social justice, are discussed in terms of fundamental dimensions of democracy that shape students’ opportunities to access upper and post-upper secondary education.

The worth of art education: Students’ justifications of a contestable educational choice

How is art education valued in society? In Swedish public discourse the value of educational trajectories is often equated with their usefulness for employability. With competitive winner-takes-all labour markets for artists, art education is largely perceived as a worthless credential and form of education. But what kinds of worth does art education have among students themselves? This article draws on the approach of pragmatic sociology and individual and group interviews with 62 Swedish folk high school participants within the arts, to understand the meanings participants assign to post-compulsory education within the aesthetic realm. The students’ accounts belong to three broad themes, where art education is described as: (a) being a ‘stepping stone’ to becoming an artist, (b) allowing them to have ‘unique’ experiences while being in a particular state of creativity or (c) offering them a chance to regain health and general well-being after a difficult period. These results are discussed in relation to the relative institutional autonomy the folk high school possesses in the Swedish education system, as well as the possibilities of challenging the hegemonic ideas of ‘learning for earning’ that largely reject non-instrumental regimes of self-discovery and artistic creativity.