My compilation thesis examines how the policy of education based on ‘scientific foundation and proven experience’ has been interpreted and transformed within the Swedish folk high school between 1974 and 2024, with a particular focus on the vocational training program for youth recreation leaders. Given that the schools offering this program have chosen to govern themselves in accordance with this policy—even though it does not legally regulate their activities—via an agreement with the non-profit umbrella organization Youth Recreation Leader Schools (Fritidsledarskolorna), this presents a compelling empirical case for in-depth analysis. The thesis is based on a qualitative, interpretive approach and draws on curriculum theory to analyze policy documents, teacher interviews, and fieldwork. The curriculum theoretical framework enables an exploration of how knowledge is shaped and legitimized by key actors within the youth recreation leader program and Swedish popular education more broadly.
Andreas Ruschkowski
PhD student
My experience as a teacher in vocational education programs at Swedish folk high schools has sparked a research interest in how policy documents for some of these programs are interpreted and transformed, in texts over time and in teachers' practice.
Presentation
CV
- Licentiate research school for folk high school teachers (5 out of 8 semesters), 50% distance learning, 2021-2024
- M.A. (two-year, 120 credits) in Pedagogic Practices, 2018
- M.A. (one-year, 60 credits) with a major in Adult Learning, 2016
- Higher Education Certificate in Folk High School Education, 2013