I ett flertal teorier inom fältet vuxnas lärande, liksom i dokument i specifika skolformer inom svensk vuxenutbildning, ges begreppet reflektion en frontposition i relation till lärande. Begreppet är dock problematiskt i att det har flera olika innebörder som inte nödvändigtvis harmonierar med varandra. Vidare saknar skolformer i utbildningssystemet didaktiska riktlinjer för utformningen av undervisning. Ett spänningsfält kan skönjas här, mellan å ena sidan explicita krav på reflektion i dokument med bäring på specifika skolformers verksamhet, och å andra sidan teoretisk och didaktisk oklarhet kring begreppet reflektion.     Syftet med uppsatsen är att identifiera folkhögskollärares beskrivningar av hur de utformar undervisning för deltagares reflektion. Den kvalitativa metodansatsen är tematisk analys och det empiriska datamaterialet består av intervjuer med sex folkhögskollärare.     Resultaten av analysen gestaltas i fem övergripande teman av beskrivningar: samtal utformas som perspektivvidgning och återkoppling både i det fysiska och virtuella klassrummet; skrivande utformas via chatt eller för hand genom dikt- och brevskrivande eller som textframställningar i linje med olika skrivgenrer. Dessutom som formuleringar i punkt- eller verbform, som skrivstafett eller som reflektion utifrån givna frågor och uppgifter; frågor utformas dels med öppna frågor som inleds med Vad, Hur, Varför, Vilka och Var och dels som ja/nej-frågor; samspel utformas i helgrupp, i smågrupper eller enskilt med läraren; intryck utformas med textbaserade och visuellt baserade material, auditivt och audiovisuellt material, dofter och gemensamma upplevelser. / In several theories within the field of Adult learning, as well as in specific documents in Swedish Adult education, reflection is given a front position in relation to students’ learning. However, the concept of reflection is problematic in that it has various meanings that do not necessarily harmonize. Furthermore, school forms in the educational system lack guidelines for the design of teaching. A conflict can be discerned here. A conflict between, on the one hand, explicit demands on reflection in documents relevant to specific school forms, and, on the other hand, a lack of clarity concerning the theory and design of reflection in teaching. The aim of this paper is to identify Folk High School teachers’ descriptions of how they design teaching to facilitate their students’ reflection. The qualitative method is thematic analysis and the empirical material consists of interviews with six Folk High School teachers. The results of the analysis are illustrated in five overall themes of descriptions; discussion is designed as broadening of perspectives and feedback in the virtual, as well as physical class room; writing is designed as online chat or by hand, with poetry and letter writing or as texts of various genres. In addition/moreover, as expressions in point- or verb form, as “writing relay” or as reflection based on given questions or assignments; questions are partly designed open-ended, beginning with What, How, Why, Who, and Where, and partly as yes-no questions; interaction is designed plenary, in small groups, or individually with the teacher; impressions are designed with text-based and visually-based materials, auditory and audiovisual materials, fragrances, and shared experiences.

Syftet med denna avhandling är att bidra till förståelsen av hur lärares professionella utveckling kan stödjas. Detta har gjorts genom att undersöka vilka konsekvenserna blir av att lärare ser sig själva på videoinspelningar från sin egen undervisning. Resultaten som presenteras bygger på en longitudinell undersökning. I den första studien deltog lärarstudenter som gick sista terminen på folkhögskollärarprogrammet. De spelade in sin undervisning under den verksamhetsförlagda delen av utbildningen, ”praktiken” på en folkhögskola. Det som eftersöktes var vilka situationer som överraskade lärarstudenterna när de sedan såg sig själva på film. De skrev ner sina reflektioner och resultatet visade att överraskningarna handlade om bristen på lyhördhet i relation till deltagarna. De formulerade också tankar om hur de skulle vilja agera i klassrummet. I den uppföljande studien spelade några av dessa personer, som nu varit verksamma folkhögskollärare i två år efter avslutad utbildning, återigen in en av sina lektioner. Denna gång beskrev lärarna att de på filmen såg att de hade förändrat eller utvecklat sina handlingsvanor till ett mer deltagarorienterat förhållningssätt. De beskrev också att de agerade på ett mer professionellt sätt. Den teori som legat till grund för analysen har sin grund i ett pragmatiskt synsätt på lärande. Från symbolisk interaktionism har begreppen ”I” och ”me” använts, och för att i det här fallet undersöka den professionella aspekten av ”me” har begreppet ”professionalme” prövats. / The aim of the thesis is to contribute to the understanding of how teacher’s professional development can be supported. What have been investigated are the consequences that result from teachers watching video recordings from their own teaching. The results presented are based on a longitudinal investigation. In the first study, student teachers from the last semester of the folk high school teacher program participated. They recorded their teaching during the school-based part of the program, the practicum at a folk high school. What were investigated were situations that surprised the student teachers when they saw themselves on the video recording. They wrote down their reflections and the result showed that the surprises were about their lack of responsiveness in relation to the participants. The student teachers also formulated ideas about how they would act in the classroom. In the follow-up study, some of these teachers, who now had been working as graduated folk high school teachers for two years, once again video recorded one of their lessons. This time the teachers described in interviews that they, on the video recording, could see that they had changed or developed their habits to a more participatory approach. They also described that they acted in a more professional manner. The theory underlying the analysis is based on a pragmatic theory of learning. From symbolic interactionism, the concepts of "I" and "me" have been used, and in this case, to examine the professional aspect of "me", the concept of "professional-me" has been used.

This study focuses on how students at a folk high school in southern Sweden experience social learning and how their identity is affected. The study is qualitative with a hermeneutic approach and the data was collected through semi-structured individual interviews with a total of eight students studying general courses. The results are analyzed using Honneth’s theory recognition, Vygotskijs theory on thinking & speech and Moscovici’s theory social representation. The results showed that the students expressed improvement in views of their own identity and self-esteem and it’s likely that the social learning in classes is responsible for the improvement among students where the teacher enables social learning and responsibility in the classroom. Lastly, our study showed that many students indicated that social factors had more importance than academic gain. / Studien fokuserar på hur deltagare på en folkhögskola i södra Sverige upplever socialt lärande och hur deras identitet påverkas av detta. Studien är en kvalitativ studie med en hermeneutisk metodansats och det empiriska materialet har samlats med hjälp av semistrukturerade individuella intervjuer med hjälp av åtta deltagare. Resultatet analyseras med hjälp av Honneths teori erkännande, Vygotskijs kulturhistoriska teori och Moscovici teori sociala representationer. Resultaten visar att deltagarna uttrycker förbättring kring den egna självbilden och det egna självförtroendet och det är troligt att det sociala lärandet på folkhögskolan är en förklaring till detta där läraren möjliggör socialt lärande och ansvar i klassrummet. Slutligen visar studien att många deltagare menar att sociala faktorer har större betydelse än akademiska framgångar.

Birka Folk High School, Jämtland County Folk High School, opened its doors in 1901 and welcomed its first students. As part of their studies, the students participated in discussions covering a wide range of issues. The purpose of this thesis has been to examine the views on citizenship expressed in discussions among students at Birka Folk High School in Sweden from 1901 to 1920. What characteristics did the students believe a good citizen should possess, and did these expectations differ based on gender? Can any contradictions between the region of Jämtland and the nation of Sweden be discerned in the students' discussions?  To answer these questions, five record books from Birka Folk High School's student discussions for the years 1901-1920 have been studied using a qualitative method.  The study found that the students expressed the belief that a good citizen should be self-controlled, honest, helpful, and sober. There were also differences in expectations depending on whether the citizen was a woman or a man. The woman was expected to be a healthy and good mother with primary responsibility for the home and child rearing, while the man was expected to be hardworking and dutiful.  In the students' discussions, there were no contradictions between the region of Jämtland and the nation of Sweden. The students expressed warm feelings for Jämtland, but these do not seem to create any aversion to the nation. It is rather that the students' feelings for the region put it in a larger context and create a sense of belonging with the nation. / Birka folkhögskola, då Jämtlands läns folkhögskola, slog upp portarna 1901 och tog emot sina första elever. Inom ramen för sina studier deltog eleverna i diskussioner där ett brett spektrum av frågor diskuterades.  Syftet med denna uppsats har varit att undersöka vilken syn på medborgarskap som framkommer i de diskussioner som folkhögskoleelever vid Birka folkhögskola hade under perioden 1901 till 1920. Vilka egenskaper ansågs en god medborgare behöva och skiljde elevernas förväntningar på hur en god medborgare skulle vara beroende på om medborgaren var en kvinna eller man? Kan någon motsättning mellan regionen Jämtland och nationen Sverige skönjas i elevernas diskussioner?  För att besvara frågorna har fem protokollsböcker från Birka folkhögskolas elevdiskussioner för åren 1901 - 1920 studerats. De diskussioner som bedömts relevanta utifrån uppsatsens syfte har studerats utifrån en kvalitativ metod.  Undersökningen visade att eleverna gav uttryck för att en god medborgare skulle visa självbehärskning, vara ärlig, hjälpsam och nykter. Det fanns även skillnader i förväntningar om medborgaren var kvinna eller man. Kvinnan skulle vara en sund och god mor vars huvudansvar var hemmet och barnuppfostran, medan mannen skulle vara arbetsam och plikttrogen.  I elevernas diskussioner framkom det inga motsättningar mellan regionen Jämtland och nationen Sverige. Eleverna uttrycker varma känslor för Jämtland men dessa verkar på inte skapa någon aversion mot nationen. Det är snarare så att elevernas känslor för regionen sätter in den i ett större sammanhang och skapar en känsla av tillhörighet med nationen.

The concept of reflection expressed as different types of thinking is explicitly given an essential role in specific strands of international discourses on lifelong learning and education. Meanwhile, some researchers consider reflection problematic and point to the lack of consensus on its meaning in theory and practice. Assuming that there are varied conceptualizations and that arguments for learning of reflective skills are deemed sound, it follows that it would be especially meaningful to find out how professionals responsible for educational practices understand the concept. As this kind of research appears scarce in adult education, an exploration may contribute to knowledge underlying what teachers do ‘in the name of reflection’. The pedagogy in Swedish popular education is of special interest as it ideally centers adults' participation and reflection with others to facilitate learning. Furthermore, the curriculum is not regulated in law which may indicate a wide variety of interpretations of the teaching mission including its key concepts. Therefore, the aim of this phenomenography inspired study is to identify the variation in folk high school teachers’ (n=7) conceptions of reflection in Swedish popular education. Based on analysis of semi-structured interviews, it is argued that the results in some sense broaden the understanding of reflection in revealing three different categories of descriptions. These categories are; reflection as a process fostering understanding of experiences, reflection as a tool facilitating learning and development, and reflection as a pedagogy enacting ideals of popular education and emancipation. On basis of the theoretical idea that teachers’ thought is important to and influence their professional action, the potential influences of these varying conceptualizations on folk high school teachers’ professional practice are elucidated.

Många unga människor lämnar idag det reguljära skolsystemet utan fullständiga betyg. Därav finns ett stort behov av vuxenutbildning. Folkhögskolor erbjuder en alternativ pedagogisk väg i förhållande till andra skolformer, då de inte är styrda av nationellt fastslagna läroplaner. Allmän kurs finns för de som vill läsa upp sin gymnasiebehörighet och som behöver läsa in kurser som de missat eller inte klarat i sin tidigare skolgång. Forskning visar att 30% av alla deltagare på allmän kurs har neuropsykiatriska funktionsnedsättningar och att denna målgrupp ofta når framgångar i sina studier på folkhögskola. Det övergripande syftet med denna uppsats är att bidra till det specialpedagogiska fältet med kunskap kring vuxenstuderande med neuropsykiatrisk funktionsnedsättning och folkhögskola. Studien har en kvalitativ ansats och empiri har samlats genom semistrukturerade intervjuer. Det sociokulturella perspektivet har utgjort studiens teoretiska ramverk och resultaten har tolkats utifrån teorins syn på lärande. Deltagare på allmän kurs på två olika folkhögskolor har intervjuats för att undersöka vad det är inom skolformen folkhögskola som bidrar till deras studieframgångar. Studien lyfter även fram vad personerna ser som de största skillnaderna mellan folkhögskola och andra skolformer de vistats i. Resultatet visar att det som har störst betydelse för deltagarnas studieframgångar inom folkhögskolan är; en flexibel och inkluderande pedagogik, relationen till lärarna, gemenskapen, internatboendet och mindre gruppstorlek. Skillnaderna från andra skolformer är ett långsammare studietempo och det psykosociala stödet som upplevs större i folkhögskolan. Resultatet har relevans för det specialpedagogiska fältet, då de faktorer som upplevs bidra till studieframgång kan lyftas fram ytterligare i utbildning av speciallärare och specialpedagoger, men även beaktas i arbetet med att utforma och organisera stöd för studerande med neuropsykiatriska funktionsnedsättningar. / Many adolescent students in Sweden go through the regular school system without attaining the goals for the final grade. Therefore, there is a great need for adult education.  The folk high school offers an alternative pedagogical discourse in relation to the regular school system because of its lack of nationally governed curriculums. The general course is for those students who want to complete the courses missed or failed in their prior schooling. Studies show that 30 % of all students in the general course have neuropsychiatric disabilities and that these students often succeed in their studies at folk high schools. The overall aim of this thesis is to contribute with knowledge in the area of special education regarding adult students with neuropsychiatric disabilities and folk high schools. The study was conducted as a qualitative study where the empirical result was gathered by semi-structural interviews. The theoretical framework consisted of the socio-cultural perspective and the results were analyzed with regards to the theory views on learning. Students attending the general course at two different folk high schools were interviewed with the intent of them shedding some light onto what it is within the folk high school that contributes to successful studies. The thesis will also point out what students identified as the biggest differences between folk high school and the prior school forms they have attended. The results show that the factors students find most significant for their educational progress are; flexible and inclusive pedagogics, the relationship with teachers, the fellowship, the boarding school-aspects and the smaller study groups. The differences from other types of schools that are pointed out are a slower pace in studies and a social support that is offered at a larger extent in folk high school. The result is relevant for the area of special education as the factors that are pointed out could be of more importance in the education of special education teachers, but also play a larger role in the way tutoring of students with neuropsychiatric disabilities is organized.

Abstract Danish Nikolai Grundtvig (1783–1872) is considered the founder of the folk high school movement. He wanted Danish young people to have a school where they could be taught knowledge and skills needed in life. Based on the results of my study, Grundtvig’s pedagogical principles, such as school for life, living word and interaction, still have a relevant role in folk high schools. The aim of this study was to evaluate the implementation of folk high school pedagogics in the Jämsä, Reisjärvi and Ranua Christian Folk High Schools. The survey was done to obtain information for the development of these schools. The focus was on teachers’ and students’ views of the schools as educational institutions and boarding schools. The goals listed by the teachers were regarded as indicative of what they considered important in folk high school pedagogics. Their goals highlighted life skill guidance, their own pedagogic skills as well as instruction and ways to develop it. The life skill goals included support to students’ intellectual growth, personal values and identification of their personal strengths. The goals pertaining to pedagogic skills focused on the development and maintenance of teacherhood. The goals for instruction and its development included the need to inspire students’ interest in school subjects and the development of folk high school pedagogics. The majority of teachers felt that they had been able to accomplish their goals well and hence to work in line with the principles of folk high school pedagogics. The listed weaknesses included scarcity of special student support, occasional absences from class and heterogeneous student groups. For the students, the year spent in a folk high school meant that they developed new friendships, their values deepened, and they acquired cognitive and practical abilities. They said they felt more confident about the future, and their view of the world widened in the international environment. The students’ social and language skills as well as their self-confidence also seemed to improve. They considered the boarding school environment and the leisure activities a significant part their overall pedagogic experience. The things they listed as obstacles to learning and studying included occasional restlessness in the dorms and being tired in the morning. / Tiivistelmä Kansanopistoliikkeen perustajana pidetään tanskalaista Nikolai Grundtvigia (1783–1872). Hän halusi perustaa maansa nuorille koulun, jossa heille opetettaisiin elämässä tarvittavia tietoja ja taitoja. Tutkimukseni tulosten pohjalta Grundtvigin pedagogisilla periaatteilla, kuten koulu elämää varten, elävä sana ja vuorovaikutus, on kansanopistoissa yhä merkityksensä. Tutkimuksessani on kyse kansanopistopedagogiikan arvioinnista Jämsän, Ranuan ja Reisjärven kristillisissä kansanopistoissa. Arvioinnin tarkoituksena oli saada opistojen kehittämistyötä varten tietoa siitä, miten opettajat ja opiskelijat kokivat kyseiset kansanopistot oppilaitoksina ja internaatteina. Opettajien tavoitteiden katsottiin heijastavan sitä, mitä he pitivät tärkeänä myös kansanopistopedagogiikassa. Tavoitteissa korostuivat kasvatus ja oma ammattitaito sekä opetus ja sen kehittäminen. Kasvatuksellisissa tavoitteissa nähtiin merkityksellisiksi opiskelijoiden henkisen kasvun tukeminen, arvokasvatus ja omien vahvuuksien tunnistaminen. Omaa ammattitaitoa koskevissa tavoitteissa pidettiin tärkeinä opettajuuden kehittämistä ja ylläpitoa. Opetuksen ja sen kehittämisen tavoitteissa tähdennettiin kiinnostuksen herättämistä omaan oppiaineeseen ja kansanopistopedagogiikan kehittämiseen. Suurin osa opettajista katsoi, että heidän tärkeät tavoitteensa olivat toteutuneet hyvin. Opetusta heikensivät aika ajoin opiskelijoiden erityistuen riittämättömyys, ajoittaiset poissaolot oppitunneilta ja heterogeeniset opetusryhmät. Opiskelijoille opistovuosi merkitsi ystävien ja kavereiden saamista, arvojen syventymistä sekä tiedollisten ja taidollisten asioiden oppimista. Opiskelijoiden mukaan heidän luottamuksensa tulevaisuuteen vahvistui ja maailmankuvansa kansainvälisessä ympäristössä avartui. Vaikuttaa siltä, että opiskelijoiden sosiaaliset taidot ja kielitaidot vahvistuivat samoin kuin heidän itseluottamuksensa. Opiskelijat pitivät opiston internaattiluonnetta merkittävänä liittäen siihen myös vapaa-ajan. Opiskelun esteiksi opiskelijat mainitsivat asuntoloiden ajoittaisen levottomuuden ja aamväsymyksen.

Syftet med denna studie är att undersöka hur folkhögskolor i Sverige hanterar den nya dataskyddsförordningen (nedan nämnd som förordningen eller GDPR) och fokuset har legat på konsekvensbedömning avseende dataskydd. GDPR handlar till stor del om att stärka den personliga integriteten. Konsekvensbedömning avseende dataskydd är ett nytt krav för organisationer som hanterar personuppgifter. Konsekvensbedömning avseende dataskydd handlar om att förebygga hot och sårbarheter samt att göra riskanalyser. Detta gäller säkerheten kring den tekniska biten såsom system där personuppgifter hanteras men även den mänskliga faktorn. Tidigare studier visar att konsekvensbedömning har funnits med länge men konsekvensbedömning för personuppgifter har inte tidigare varit ett krav. Den här studien visar att vissa folkhögskolor är familjära med processen medan vissa inte har utfört en konsekvensbedömning alls. Den här studien visar även att kunskaperna kring hur den nya förordningen påverkar folkhögskolor förbättrades efter ett utbildande webbinarium. Metoden som använts för denna studie är en intervjustudie som innefattar intervjuer med nyckelpersoner på folkhögskolor i Sverige där dessa har haft olika roller för att få en så bred bild som möjligt. Folkhögskolorna har varit på olika stadier i införandet av förordningen men även många likheter har presenterats. För att få fram svar på forskningsfrågan har intervjuer med fem nyckelpersoner på fyra olika folkhögskolor genomförts. Resultaten kommer att analyseras genom en innehållsanalys och genom analysen kommer rapporten kunna presentera en bild av hur folkhögskolor arbetar med personuppgifter, vilka förändringar kring arbetet som har uppkommit men också vilka utmaningar det finns att implementera GDPR och konsekvensbedömning. Sammanfattningsvis så kom det fram att folkhögskolor är olika i arbetet med konsekvensbedömning. Vissa folkhögskolor prioriterar det medan andra inte arbetar alls med det. Ett specifikt svar på hur folkhögskolor påverkas av GDPR och konsekvensbedömning kan inte ges sedan varje folkhögskola är olika varandra. Det kan bero på att folkhögskolor är frivilliga, till skillnad från grundskola och gymnasium och att folkhögskolor ofta drivs av fristående stiftelser. / The purpose of the work is to study how folk high schools in Sweden are handling General Data Protection Regulation (GDPR) and the focus has been on Privacy Impact Assessment (PIA). GDPR is mostly about strengthening personal privacy. PIA is a new requirement for organizations which are handling personal information. PIA is about preventing threats and vulnerabilities and about risk analyses. Both when it comes to security to systems where the personal information is stored but also about human factors. Earlier studies show that privacy impact assessment has been here for a long time but the privacy impact assessment regarding personal data has not been a requirement. This study showed that some of the folk high schools were familiar with the process, while some have never done that before. The study also shows that the knowledge of how the regulation is affecting folk high schools were improved after an educational webinar. The method that has been used for this work is an interview study which is based on interviewing key figures from folk high schools in Sweden. The respondents have mixed roles in the organizations, to get a wider picture. The folk high schools have been on various stages with implementing GDPR but shares similarities. To get an answer for the research question, the study was based on interviews with five key figures from four different folk high schools. The results were analysed based on a content analysis where the report aims to present an image of how the folk high schools are working with personal data, what changes have been made to meet the requirements for GDPR and privacy impact assessment but also what challenges exist when implementing them. The conclusion was that folk high schools are different when it comes to working with privacy impact assessment. Some are prioritizing it while some are not working with it at all. A certain answer to the question cannot be answered since there are differences between folk high schools. One reason for that is because folk high schools are optional, in difference of primary school and high schools, and often run by independent foundations.

Folk high schools are adult education institutions established in Denmark in the 19th century, being known for their focus on specific values and approach to teaching. The diploma thesis covers the topic of folk high schools from the period of their establishment, throughout the historical evolution of the concept, until the current situation of folk high schools and their social function. The thesis examines the possibility of integration of the selected model of folk high school in Czech Republic, more specifically within the Municipal Library of Prague (MLP). At the theoretical level, it was identified that it is necessary to adapt the Czech legislation and provide a fixed financial cover, in order to incorporate the folk high school to the system of public libraries in reality. Conducted quantitative research confirms the interest of users of the Municipal Library of Prague in a library as an adult education activities provider. Key words folk high school, liberal education, active citizenship, lifelong learning

School leadership and the principal’s important role in implementing national goals, efficiency in economy and administration and school development has gained increasingly interest the last decade. Both among politicians and researchers we find a lot of suggestions what kind of leadership is the most efficient to raise standards and solve the problems of decreasing student results and an increasing inequality between schools.  In the Swedish context, there is a school form that rarely is mentioned in this debate – the folk high school. On its own path, beside the ordinary school system, the folk high schools during 150 years, has brought education to adults from rural - and working class, served as a knowledge centre for the civil society and, during last years, played an important role in the integration of refugees and immigrants. The leadership in this school form is hardly at all investigated and needs to be highlighted.  The aim of this study is to give voice to principals in the Swedish folk high school and describe how they talk, and what they say, about their mission and their leadership.  This work builds upon qualitative interviews with eight principals in different folk high schools. Their stories have been processed by using a discourse-analytic approach. I have also identified the presence of different institutional logics working in their organizations. In the analysis, I have used theories made around the organizational field and the social context in schools.  My respondents describe a mission that is wide and quite open. The schools are small and the board consists of people who work voluntary to befriend the school. The principle has a large ability to design the mission him/herself. The mission also rephrases in the everyday interaction with the staff and the local culture, a culture where teachers, by tradition, has a lot of independence and great influence. This situation affects the principals’ possibilities and range of action. He/she is at the same time free and bounded. I also find that the principals, increasingly, must deal with multiple institutional logics, that affect ways of thinking, talking and acting, in their organizations.